The linguistic complexity of adult and child contextualized and decontextualized talk

Abstract

Abstract The association between decontextualized talk (DT; i.e., talk extending beyond immediate context) and child language outcomes is well‐attested but not well‐understood. This study tested the hypothesis that DT is more linguistically complex than contextualized talk (CT). Thirty‐eight Norwegian children ( M age = 5.5 years; 25 girls; 30 Norwegian‐speaking monolinguals and eight multilinguals) and their teachers were videotaped during picture book reading, story card conversations and toy play (collected 2010–2011 and 2017). Results show that DT was more complex than CT among children and teachers. Both types of talk were more complex during book reading and story conversations than during play. The conversational context should be accounted for when theorizing about the role of DT in language development.