Abstract：
Caregivers use a of combination labeling, pointing, object grasping, and gaze to communicate with infants about referents in their environment. By two years of age, children reliably use these referent-oriented cues to communicate and learn. While there is some evidence from lab-based studies that younger infants attend to and use referent-oriented cues during communication, some more naturalistic studies have found that in the first year of life, infants do not robustly leverage these cues during dyadic interactions. The current study examined parent and infant gaze, touching, pointing, and reaching to referents for a wide range of nouns, verbs, adjectives, and other early-learned words during 59 one-hour head-camera recordings sampled from one English-learning infants\' life between 6 and 12 months of age. We found substantial variability across individual words for all cues. Some variability was explained by referent concreteness and the grammatical category of the label. The parent\'s touching of labeled referents increased across months, suggesting that parent-infant-referent interactions may change with development. Future studies should investigate the trajectories of specific types of words and contexts, rather than attempting to discover possibly non-existent universal trajectories of parent and infant referent-oriented behaviors.
摘要：
护理人员使用组合标签，指向,对象抓取，凝视与婴儿交流环境中的对象。到两岁时，孩子们可靠地使用这些面向参考的线索来交流和学习。虽然有一些基于实验室的研究证据表明，年幼的婴儿在沟通过程中会注意并使用以参考为导向的线索，一些更自然的研究发现，在生命的第一年，婴儿在二元互动过程中不会强有力地利用这些线索。当前的研究检查了父母和婴儿的凝视，触摸，指向,并触及各种名词的指称，动词,形容词,以及其他早期学习的单词，在59个小时的头部摄像机记录中，从一个6到12个月大的英语学习婴儿的生活中采样。我们发现所有线索的单个单词之间存在很大差异。通过引用具体性和标签的语法类别来解释一些可变性。父母接触标记的参照物在几个月内增加，这表明父母与婴儿之间的互动可能会随着发育而变化。未来的研究应该调查特定类型的单词和上下文的轨迹，而不是试图发现可能不存在的父母和婴儿面向参考行为的普遍轨迹。
