Interaction Situations Research Articles

Bridging Communication Gaps: The Development of Speech Interpretation and Gesture Notation for the Hearing and Mute Students of South East Asian Institute of Technology, Inc

Communication is fundamental to human interaction, enabling individuals to express thoughts, emotions, and ideas. However, deaf individuals face unique challenges that require alternative methods to bridge the gap between the hearing and non-hearing communities. Despite technological advancements, communication barriers persist within the deaf community. This study aimed to address these challenges by developing the Speech Interpretation and Gesture Notation (S.I.G.N.) application, a communication tool designed to assist both deaf and hearing individuals in understanding each other. The application provides real-time speech and gesture translation, facilitating more accessible interactions in various situations. The development process followed the Incremental Agile Model, allowing each feature of the S.I.G.N. application to be built, tested, and refined iteratively based on ongoing feedback. The application integrates OpenCV and MediaPipe for sign language recognition, ensuring accurate translations. Results indicated that the S.I.G.N. application is both practical and feasible in enhancing interactions between deaf or mute and hearing individuals. It successfully offers a modern and inclusive solution to communication challenges. Therefore, implementing this system is essential to improving accessibility and inclusivity for all users. The System Usability Scale (SUS) evaluation showed an average score of 85.75, indicating that the system was highly usable and effective. Both deaf and mute individuals and hearing users provided positive feedback, confirming that the system functioned as intended. The application successfully facilitated smooth communication by converting gestures to text and speech to gestures. While the system was generally easy to use, some respondents suggested that enhancing real-time translation and expanding the sign language database could further improve the user experience. Overall, the SIGN app met its goal of bridging communication gaps and promoting better interaction between deaf and hearing individuals.

Развитие социально-психологической компетентности школьного учителя я

<p>The article is devoted to the problem of increasing the competence of a school teacher in the field of prevention and overcoming difficult situations of pedagogical interaction. Based on a theoretical analysis of approaches to the development of competence and the results of a focus group study of typical complex situations of pedagogical interaction with the participation of school administrators, teachers and educational psychologists, the structure of a teacher’s competence is presented as a set of his professional-subject and professional-personal qualities. The psychological technology developed on the basis of the case method for the development of professional and personal competencies of a teacher in constructive interaction with participants in the school educational process in order to improve teaching and educational activities is described. The effectiveness of the technology is confirmed by the results of its testing during a seminar and training program for advanced training of school teaching staff. To assess the results of technology development, the method of expert assessments was used.</p>

Conceptualizing a pedagogical model for immersive virtual reality safety training: pedagogical practices in trainer interviews

Abstract The potential of immersive virtual reality (IVR) to deliver engaging occupational safety training has been established by previous research; however, to date, there have not been any pedagogical models to guide its implementation. This study’s objective was to conceptualize a pedagogical model for IVR safety training by combining a multidisciplinary theoretical framework with safety trainers’ contextual and pedagogical expertise. The research questions were (1) what kind of pedagogical practices do trainers apply in safety training, and (2) how do the trainers’ pedagogical practices inform the sociocultural contextualization of the pedagogical model for IVR safety training? Eighteen safety trainers were interviewed across two work organizations. An inductive approach was used in the interview data analysis. Three main categories of pedagogical practices were identified: (1) matching pedagogy to training goals, (2) guiding social interaction in training situations, and (3) utilizing organizational resources for training development. The findings extended our understanding of the sociocultural training context and provided insight into the pedagogical practices used in safety training. Based on the findings, pre- and post-training activities were added to the pedagogical model, and the descriptions of trainers’ actions during the facilitated introduction and debriefing phases were modified to support the training’s relevance to the learners, trainers, and organizations. This study illustrates a pragmatic approach to developing safety training in the context of advanced learning technology in design-based research. The pedagogical model will be applicable by training and education providers in IVR safety training across industries and in practice-based learning.

Anomalous water slippage in pulsatile microfluidics caused by nanoscale emergent viscoelasticity

A theoretical model is proposed to study fluid dynamics in microchannels under pulsatile external forcing. This model incorporates the fluid/wall interaction considering that a rough interface consists of an array of parallel nanometric channels coupled with the bulk flow generated in the main microfluidic channel. Consequently, a theoretical technique is developed to compute an exact analytical solution. This solution is fundamental for the study of the multiscale flow dynamics involved in the interaction between adjacent flows with confining dimensions and properties that differ by orders of magnitude. This is particularly relevant for the case of confined water, as recent evidence suggests a confinement-dependent viscoelastic behavior. Under these conditions, considerable flow slippage is predicted at the interface between nanoconfined water and larger confinements. This finding is understood in terms of the propagation of elastic waves that are generated in the nanometric channels and propagated and magnified in the microchannel. Finally, the stability and robustness of the solution for all ranges of channel dimensions and relaxation times is exploited to carry out a comprehensive exploration of the key physical conditions that determine the arising and persistence of anomalous flow slippage due to size-dependent viscoelasticity. The results of this model are of interest for a better understanding of the impact of fluid/wall interactions in dynamic situations, as for a reassessment of typical assumptions of no-slippage at the fluid/wall interface, widely employed in microfluidics of high-polarity channels.

Moral disagreement in everyday life: An inductive framework for capturing 'moral order'.

Moral disagreement in everyday life: An inductive framework for capturing 'moral order'.

Enhancing communication skills in diabetes care: an observational study regarding the impact of role-playing training for medical staff

IntroductionEffective communication is crucial for supporting people with diabetes, yet many medical staff feel unsure about their skills in this area. We evaluated role-playing seminars as a method to improve communication skills among medical staff.MethodsFrom 2008 to 2024, we conducted 78 seminars with 2,458 participants, including nurses, dietitians, and pharmacists. Participants engaged in realistic simulated scenarios based on common clinical situations of patient-medical staff interactions, taking on roles as patients (patient performers), medical staff (medical staff performers), and observers. Due to the COVID-19 pandemic, some seminars were held online. Participants were asked to answer a questionnaire regarding their background, impressions of playing individual roles, general comments regarding the seminar, changes in their patient interactions, the possibility of conducting this seminar at their facilities, and impressions of online seminars compared with those of in-person seminars.ResultsThe responses of the participants to these seminars were mostly positive. The representative responses indicated that patient performers understood better patients’ feelings and medical staff performers had a chance to recognize their insufficient knowledge. The observers also had the chance to learn new communication skills by observing the conversations of other role-players. Compared with in-person seminars, the positive aspects of online seminars were a reduction in time and travel costs and the removal of geographical obstacles. The negative aspects were mostly technology-related concerns.ConclusionTraining seminars using in-person or online role-playing provided medical staff with opportunities and support to improve their communication skills. Further research on measures to improve the communication skills of medical staff and ways to evaluate their efficacy is warranted.

Interactive virtual reality environments for English language learning: Immersive technologies to enhance language acquisition and communication skills

Interactive virtual reality (VR) atmospheres are progressively being implemented in language learning to their immersive capacity, making language acquisition much more attractive and productive. Combining immersive knowledge with English language knowledge intends to improve acquisition and speaking abilities by presenting dynamic and interactive situations for learners. This investigation suggests a machine learning (ML) technique named Redefined Harries Hawks optimized Intelligent Support Vector Machine (RHH-ISVM), listening to improve English language learning in a VR atmosphere. A data collection comprising student connections with the VR learning surroundings was focused on communication patterns, language difficulty, and learning development. Noise filtering and the Min-Max normalization approach were applied to the dataset to make certain the quality of the data was preserved. Principal Component Analysis (PCA) is being employed to extract meaningful features, such as communication fluency, vocabulary usage, and appropriate consideration, from the data collection. The suggested construction is by collecting user data during communications in VR surroundings. The RHH-ISVM technique researches these features to support an adaptive learning process. VR environments are leveraged to enhance immersive language acquisition and speaking abilities with personalized feedback and tailored content. RHH-ISVM uses an optimized RHH algorithm fused with ISVM to efficiently categorize and assess learner ability. The proposed technique had the greatest performance accuracy (98.56%), VR score (97.69%), training gain (98.49%), and detection scores (89.74%). The suggested approach dispatches promising consequences, with enhanced learner outcomes in language acquisition and English-speaking ability. This approach demonstrates how immersive VR technologies combined with an intelligent ML model can effectively support language learning by providing personalized and engaging experiences.

Equipping Organizational Reliability: Between Organization and Situated Activity, the Contribution of Situational Approaches

Research on high-reliability organizations (HROs) studies how organizations subject to significant risks manage to maintain their reliability. In such work, reliability is not based exclusively on an organization’s ability to anticipate and prevent problems but is the product of interactions between actors adjusting to unexpected events every day. By focusing primarily on communicative and cognitive processes, HROs neglect the role of equipment in supporting the construction of organizational reliability. We argue that this pitfall arises from the unit of analysis considered by HRO literature, which led us to shift our focus from structure (rules, prevention systems) to situated interactions. We suggest that this should be complemented by a situational analysis framework exploring the theoretical potential of the ‘situation’ concept as an intermediate analysis unit between situated activity and organization. From in situ observation sequences in two operating rooms of a private clinic, we distinguished three types of situations. Here, the entwinement of human activities with equipment that builds reliability takes different forms: standard, bounded, and extended situations. Finally, our research highlights three contributions of a situational approach to thinking about organizational reliability: (1) as an intermediate notion between the given and the created, the situation enables us to study the tangible and intangible equipment supporting reliability; (2) as an intermediary notion between singularity and regularity, it allows us to highlight the influence of context on reliability maintenance activities; and (3) as an intermediary notion between instantaneity of action and permanence of the organization, it lets us identify reliability maintenance trajectories.

Trajectories of Copy Behaviors in Infants With Elevated and Typical Likelihood for Autism: Functions and Correlations With Language.

This study examined the trajectories of copy behaviors during the first year of life in a group of infants at elevated likelihood for autism (EL) and a group with a typical likelihood for developing autism (TL). It also explored the function of these behaviors in interaction situations, and the correlations between imitated behaviors and language. To this end, a task was designed to elicit mimetic and imitative behaviors, the Traberitea Infant Mimicry and Imitation Task. The results revealed distinct trajectories for mimetic and imitated behaviors, with no significant differences between the two groups. The most prevalent function observed in both groups was the instrumental function; however, an interaction effect was observed in the social function. At 12months, the mean frequency of the social function was lower in the EL group than in the TL group, though with a small effect size. There were primarily correlations with expressive language in the EL group for both imitation with social function and with instrumental function. These findings are discussed from a perspective that looks toward protective factors and resilience (Elsabbagh 2020), and future implications are suggested regarding the implementation of preemptive enrichment programs for development.

Primates in zoo stressed by the absence of visitors: A model provided by the covid-19 pandemic

The stress suffered by other animal species has not been considered in many situations of interaction with humans. Captive animals in zoos have constant interactions with their keepers, their doctors and with visitors. The objective of our study was to better understand the influence of visitors on the stress of captive animals. Like others around the world, the Zoo in Leon, Guanajuato, Mexico, closed its doors to visitors during the COVID-19 pandemic. We took advantage of this period to measure hair cortisol in mammals after months without visitors and months after visitors returned. Samples were taken whenever there was an opportunity for handling. Our results did not show a significant difference when considering all specimens sampled, however, we found that primates were significantly more stressed in the absence of visitors, as opposed to the rest of the animals who showed more stress with the presence of visitors, although not significantly. This supports the hypothesis that some animals have an adaptation to the presence of the public and even, in the case of primates, interaction with humans could become a beneficial factor.

Application of situated and simulation-based learning technologies in the formation of communication skills in medical students

Aim. To improve the effectiveness of the formation of communication skills in medical students by means of situated and simulation-based learning education.Material and methods. A survey of patients was conducted in order to identify the main problems of communication with doctors. Physician's behavior in situations of interaction with patients was studied. A teaching methodology for the formation of communication skills of future doctors, built on situated and simulation-based learning technologies, was developed and tested.Results. The efficiency of situated and simulation-based learning education in forming the doctor's communication skills is substantiated, using the cases with participation of patient-actors. The content and process block includes cases developed taking into account the variability of the main psychological characteristics of patients; assessment criteria in the form of assessment checklists, including a curator's list, an actor's assessment list, an expert's assessment list; guidelines for patient-actors. The basic characteristics for simulation center management are given: briefing rooms, workplaces for experts equipped with video and audio equipment, hospital ward simulations or an examination room equipped with video cameras for expert assessment.Conclusion. The introduction of situated and simulation-based learning education in specially created conditions increases the effectiveness of the formation of communication skills in students. The conducted analysis of academic performance showed an increase by 40%, compared with the standard practical classes with elements of roleplaying situations by students in pairs.

Nobody Can Do Things Alone—Co‐Creative Workshops as Spaces for Conflict Transformation

ABSTRACTCo‐creation has gained increasing attention in recent decades, yet its application within peace research has remained relatively underexplored, especially in stable societies such as Finland. This article critically explores co‐creation, asking how co‐creative workshops can provide a space for conflict transformation amidst the intersecting dynamics of everyday bordering and belonging. Drawing on our experiences as researchers and facilitators, we reflect on co‐creative workshops held in Tampere and Helsinki, Finland, between October 2022 and May 2023. In our analysis, we introduce the concept of “intentional exceptional encounters,” illustrating the ephemeral, situational interactions that arise in/during co‐creation. By critically examining co‐creation as a method and process, we challenge the assumption that co‐creation inherently promotes participation and inclusiveness. Instead, we argue that co‐creation holds varied and unpredictable outcomes and possibilities, requiring a deeper understanding of its potential and limitations in peace research.

ВІДНОСИНИ ПЛАСТУ ІЗ МІЖНАРОДНИМ БЮРО ТА ЧЕСЬКИМИ СКАУТАМИ У МІЖВОЄННИЙ ПЕРІОД

The article aims to study the relations of the Ukrainian Plast movement with the International Bureau and the Czech Scout Association in the 1920s and 1930s to analyze forms of cooperation and exchange of experience. The study's methodological basis involves using both general and special scientific research methods, particularly problem-chronological, structural-logical, typological and diachronic analysis. The scientific novelty of the work lies in the fact that for the first time, based on the memoirs of Plast participants in international youth events, an analysis of inter-organizational relations between Plast and other associations and historical figures, was conducted, supplemented by the history of Czech-Ukrainian scout intra-organizational relations in the interwar period. Conclusions. In the 1920s–1930s, representatives of Ukrainian scouting carried out active international communication activities with other youth associations in Europe. The first attempt to establish contact with the scouting «centre» was the correspondence of Ukrainian Plast girls with the secretary of the International Council of Guides, S.V. Riede, regarding their participation in the V International Guide Conference held in 1928 in Hungary. Although the dialogue did not achieve its goal, the Ukrainian organisation firmly stated that Ukrainians were also an integral part of the World Scout Youth movement. Transcarpathian Plast, a member of Czechoslovakia's internationally recognized Scout Federation, repeatedly participated in various jamborees. At them, Plast girls directly contacted representatives of other scouting delegations and communicated with famous figures, particularly politicians of the Czechoslovak Socialist Republic. The latter had a different attitude towards Ukrainians: a probable reason could be their ideological views. The relations between Plast girls and Czech scouts were heterogeneous and dynamic. Working in the same organisation, they represented the Czechoslovak Republic internationally. The memoirs of the jamboree participants describe both their joint, friendly Czech-Ukrainian interaction and conflict situations, the tendency of which increased towards the end of the 1930s.

МОДЕЛЬ ТРОЙНОЙ СПИРАЛИ КАК КАТАЛИЗАТОР ИННОВАЦИОННОГО РАЗВИТИЯ ПРОМЫШЛЕННОСТИ РОССИИ

The issues of increasing the efficiency of interaction between the Higher School, business and the state have been in the focus of attention of the professional community for quite long time. Increasing the level and quality of such interaction is becoming especially relevant against the backdrop of the situation that has developed in the domestic national economy. The tasks of import substitution, reaching the positions of technological sovereignty, at least in key sectors of the economy, require maximum efficiency from all government agencies. Among them, the above-mentioned institutions cannot be ignored. Integration of educational programs with employers’ requests can significantly improve the quality of graduates and reduce the gap between theory and practice. Joint projects of universities and businesses contribute to the development of innovative projects and start-ups. Such projects allow universities to attract funding and expand the infrastructure for scientific research, and businesses to gain access to new technologies and ideas. Effective interaction requires an active position of the state, which can act as an intermediary and coordinator between universities and businesses. State programs for financing and supporting joint projects stimulate cooperation and increase the interest of all parties. The authors believe that innovative development of industry in Russia is fundamentally impossible without multiple strengthening of interaction between business, the state and the system of higher education institutions and specialized secondary education (according to the authors, it is necessary, taking into account the specifics of the problem, to consider the link between the structures of higher and secondary specialized education). The presented article examines the current situation of interaction within the framework of the triple helix model, identifies its problem areas and potential growth points, and provides a forecast for the development of the above-mentioned interaction between the state, academic and business environments.

Modelling situations of social interaction as a condition for enriching the social experience of high school students

The article proposes to consider the essence of the pedagogical situation as a meaningful specification of the spatio-temporal act of pedagogical interaction and the context of the conditions in which the actions of the teacher and other subjects of the pedagogical process are carried out. The peculiarities of object, subject and subject-object pedagogical situations are analysed. Attention is focused on the fact that the optimal solution to the pedagogical situation is provided by the experience, intuition, effectiveness of the teacher's planning or improvisation. It is noted that the situation of social interaction is a type of pedagogical situation with a social dominant. The components of the social interaction situation are: target component (motivational support, indicative information, goal setting); content component (subject area and actual task or system of tasks); operational component (methods of interaction of participants, type and directions of activity); reflexively – a critical component (valuable content of activity, social interaction skills, reflection of one's own experience).

Опыт эмпирического анализа ожиданий современных родителей обучающихся от взаимодействия с педагогом

The study aims to identify the expectations of modern parents from interaction with the teacher in order to further improve teacher training in terms of the activities in the system of teacher-parent relations. The article presents the results of an empirical analysis of the expectations of modern parents obtained during a survey in two target groups. The first group of survey participants included parents of preschool children. The second group of respondents included representatives of the modern parental community, whose children are currently enrolled in primary, secondary, or high school. The analysis of the data obtained allowed us to state that not all the expectations of modern parents are taken into account when they interact with teaching staff. The scientific novelty of the study lies in identifying priority areas of professional activity of a teacher implemented taking into account the requests and expectations of modern parents when interacting in the system of teacher-parent relations, such as: planning, organization and control of interaction with parents; involvement of parents in the educational process; psychological and pedagogical education of parents. As a result of the study, common and distinctive positions related to the needs and expectations of the surveyed target groups were identified, which make it possible to improve the quality of teacher-parent interaction in the modern socio-cultural situation.

Формирование иноязычной дискурсивной научной компетенции у магистрантов технического вуза посредством мультимедийной презентации

The purpose of the study is to substantiate the possibility of forming foreign–language discursive scientific competence among undergraduates of a technical university through a multimedia presentation. The article clarifies the content of the concept of "discursive scientific competence" as a key component in the discursive competence of a graduate student of a technical university, reveals the content of the concept of "multimedia presentation" in relation to the methodology of teaching foreign languages. The stages of preparation of a multimedia presentation by undergraduates and the criteria for its analysis are considered. The limitations of using multimedia presentation in the educational process are revealed. Specific proposals are given for the development of multimedia presentations and communication tasks for the development of presentation skills in public speaking. The scientific novelty of this work is the introduction into the research field of the problem of the development of pedagogical knowledge about the formation of discursive competence of undergraduates of a technical university, their inclusion in scientific discourse through a foreign multimedia presentation. As a result of the study, it was found that the formation of discursive scientific competence through multimedia presentation during the foreign language training of undergraduates of a technical university contributes to the development of communication skills, professional knowledge, skills and abilities of undergraduates to communicate effectively in situations of scientific interaction, activates their mental activity and increases internal motivation to achieve high results in the process of studying new educational material.

Possibilities of the trainer in forming the professional competence of a maritime specialist in accordance with the requirements of the PDNV convention

The International Maritime Organization, classification societies and government organizations pay special attention of educational institutions to the quality of training when using marine simulators, as they have a powerful resource for developing the cognitive skills of cadets due to the reproduction of a high degree of reality when simulating the technology of the marine engineer. The article investigates the problem of training a maritime specialist to work in a foreign language environment using simulators in accordance with the requirements of the International Maritime Convention. As a result of studying the issue of simulator training of future specialists within the framework of an integrative contextual approach, it was concluded that the highest level of training for professional activity in a foreign language environment is group training on a simulator, since during the course of communication in the process of solving operational tasks in situations, model engineers practicing real professional activity and the communicative component of the process of interaction of a group of specialists. Foreign language communication is a means of solving professional tasks, so the authors have developed a technology for training maritime specialists for operational adaptation in mixed crew conditions. This technology, from the perspective of the concept of integrative-contextual learning, demonstrates the specifics of using business games on modern simulators in situations of professional foreign language interaction. The role of the subject, social and psychological contexts of a business game on a simulator in the formation of professional competence is revealed, and the results of experimental training are presented. Designing business games on a simulator according to a cycle of special and foreign language disciplines based on models of technological processes in maritime transport involves the development of adequate methodological support by reproducing the subject, socio-cultural and psychological content of the professional activity of a maritime specialist in the technologies of mastering a typical work task

DEVELOPMENT OF REFLECTION IN DOCTORS OF PHILOSOPHY AS SUBJECTS OF COMMU- NICATIVE INTERACTION

This article deals with the issue of developing reflection in doctors of philosophy as subjects of com- municative interaction. The purpose of the article is to explore the essence, types of reflection, and approaches to its devel- opment in doctors of philosophy as subjects of communicative interaction. The research employs methods of categorical and semantic analysis, classification, and systematisation of scientific ideas regarding reflec- tion and reflective processes, as well as the design of strategies, methods, and technologies for developing reflection in doctors of philosophy. The article substantiates the content of the concept of “reflection”, focusing on its types and noting the importance and uniqueness of the role of this phenomenon in the structure of a personality. It is argued that each reflective act can be represented as a sequence of certain stages that reflect the corresponding components of reflectivity, presented as incidental or special abilities: detachment as the ability to distance oneself from the situation (the ability to stop, not to allow only emotional reactions); positive dissociation as the ability to see oneself from the outside; gnostic competence as a set of knowledge that corresponds to a problem situation; articulateness as the ability to quickly actualize the fragments of knowledge most adequate to the problem situation; lability as the ability to build alternative hypotheses (when each proposed solution is accepted as one of the possible ones); originality as the ability to find non- standard solutions, and to act in a non-stereotypical way; criticality as the ability to rationally predict the degree of various options for solving the problem; and cognitivity as the cognitive component that prevails in the adopted solution in relation to the problem situation. In the presented research findings, the author understands reflection of doctors of philosophy as a mechanism that ensures self-development and self-improvement of personal and professionally important qualities that allow establishing constructive communicative interaction with various subjects, developing an effective interaction strategy to productively solve professional tasks. The priority of its role in various situations of interpersonal interaction and management of the interaction process is noted. It is shown that reflection in the process of interaction is each subject’s awareness of various elements: methods of activity, emerging problems and ways to overcome them, emotional transformations, forms of interaction, etc., which ensures the forecasting of the interaction process, predicting its consequences, and timely correction. In the process of reflective activity, doctors of philosophy develop the ability to manage their own actions, independently evaluate their own abilities, set learning tasks and plans for their solution, analyse the findings obtained, and reflect on their own activities. It is reflection that ensures a qualitatively new level of professional interaction, the awareness of oneself as a subject of professional interaction. It is stated that the development of reflection in doctors of philosophy is possible under the condition of organizing an educational process taking into account the reflective-oriented concept, and creating an innovative-reflective environment. Approaches to the technological provision of the development of reflection in doctors of philosophy in the process of solving educational situations are revealed, which covers a step-by-step method with clearly defined stages. The expediency of applying educational technologies that stimulate the development of reflection in doctors of philosophy is substantiated. It has been concluded that the success of the professional development of doctor of philosophy is determined by their ability to adequately assess themselves and the effectiveness of their communicative interaction, i.e., to reflect on all key communicative aspects of their professionalisation. This reflection should be purposefully developed within an innovative-reflective environment.

The richness of the stimulus: Constructional variation and development in child-directed speech

In a seminal study, Cameron-Faulkner et al. made two important observations about utterance-level constructions in English child-directed speech (CDS). First, they observed that canonical in/transitive sentences are surprisingly infrequent in child-direct speech (given that SVO word order is often thought to play a key role in the acquisition of English syntax). Second, they found that many CDS constructions are introduced by a lexical frame (such as Let’s. . ., There is . . ., or What do you . . .?). Using a much larger and more diverse dataset than Cameron-Faulkner et al., this study shows that CDS constructions vary with two important factors: (1) the interactive situation and (2) children’s age. While canonical in/transitive sentences are not particularly frequent in free toy play sessions, they are predominant in other social situations (e.g. during mealtimes and shared book reading sessions) and they increase in frequency as children get older. Furthermore, our data show that the different CDS constructions occur with different types of frames that vary in length and structure. Many CDS constructions include a short lexical frame consisting of one or two words, but questions are often introduced by extensive frames formed from a small set of lexical items that follow a power-law distribution. Considering these findings, we argue that the lexical and structural properties of CDS constructions are likely to facilitate the acquisition of English grammar and, in particular, the acquisition of questions.