The Contingent Relationships Between Maternal and Child Cognitive Demand Contributions in Shared Book Reading Among Low‐Income Preschool‐Age Dual Language Learners: A Sequential Analysis

IF 2.4 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2026-05-28 DOI:10.1002/icd.70112

Emily Mak, Rufan Luo, Qing Zhou, Yuuko Uchikoshi

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Abstract

This study employs sequential analysis to explore the contingent dynamics of cognitive demand in shared book reading across 152 low‐income immigrant Mexican American ( M age = 48.98 months) and Chinese American ( M age = 47.67 months) dyads. Utterances were coded for cognitive demand (yes/no, referential, behavioural, and inferential). While both groups matched the cognitive demand level of each other's speech, group‐specific deviations through the interactions of cultural background and maternal education revealed distinct scaffolding patterns. Mexican American children tended to undermatch inferential questions by reverting to yes/no answers, while Chinese American children showed matching responses across all question types, and their mothers employed mid‐level referential and behavioural questions for follow‐up. These patterns show that cultural and demographic variations impact the contingent structure of scaffolding, resulting in functionally different instances of overmatching and undermatching. These findings underscore the need for culturally sensitive interventions focused on the process of contingent language interactions.

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低收入学龄前双语学习者共享阅读中母亲和儿童认知需求贡献的偶然关系：一项序列分析

本研究采用序列分析的方法，探讨了152对低收入移民墨西哥裔美国人（M年龄= 48.98个月）和华裔美国人（M年龄= 47.67个月）的共同阅读认知需求的偶然动态。话语被编码为认知需求（是/否，参考，行为和推理）。虽然两组对彼此言语的认知需求水平相匹配，但由于文化背景和母亲教育的相互作用而产生的群体特定偏差显示出不同的脚手架模式。墨西哥裔美国儿童倾向于通过回复“是”或“否”的答案来匹配推理问题，而华裔美国儿童在所有类型的问题上都表现出匹配的反应，他们的母亲使用中等水平的参考和行为问题进行随访。这些模式表明，文化和人口结构的差异影响了脚手架的偶然结构，导致了功能不同的过度匹配和不匹配实例。这些发现强调了关注偶然语言互动过程的文化敏感干预的必要性。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)