Multimodal Annotation of Synchrony in Longitudinal Parent–Child Interaction

This paper describes the multimodal annotation of speech, gaze and hand movement in a corpus of longitudinal parent-child interaction, and reports results on synchrony, structural regularities which appear to be a key means for parents to facilitate learning of new concepts to children. The results provide additional support for our previous finding that parents display decreasing synchrony as a function of the age of the child.