Maternal Linguistic Input and Child Language in a Cohort at Risk of Experiencing Social Adversity

IF 1.5 2区 文学 0 LANGUAGE & LINGUISTICS
Jodie Smith, P. Levickis, S. Goldfeld, L. Kemp, Laura J Conway
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引用次数: 7

Abstract

ABSTRACT Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This study was derived from an Australian population-based intervention trial. Participants were mother–child dyads at risk of experiencing social adversity (n = 136). Home visits were conducted at 24 and 36 months. At the 24-month visit, mother–child free-play videos were collected. Seven aspects of maternal linguistic input were measured from videos: imitations, expansions, wh-questions, labels, word types, word tokens and mean length of utterance (MLU). Child language was assessed using a standardized measure at 36 months. Maternal MLU and imitations were associated with overall language and expressive vocabulary scores; wh-questions were associated with receptive language scores. By exploring quantity and quality, we can appreciate the differential contribution of adult linguistic input to early language abilities in different groups of children. Our findings highlight how imitations of early words/sounds and asking children wh-questions may foster expressive and receptive language development. These findings may be helpful to consider when selecting strategies for use in parent-implemented language promotion activities.
母亲语言输入和儿童语言在经历社会逆境风险的队列中的作用
成人语言输入的特定特征可能在不同的儿童年龄、不同的语言结果、不同的队列中发挥更大或更小的作用。这项前瞻性的纵向研究探讨了母亲语言输入的数量和质量(即多样性和反应性)与儿童语言之间的关系。这项研究来源于澳大利亚一项以人群为基础的干预试验。参与者是有社会逆境风险的母子二人组(n = 136)。在24个月和36个月时进行家访。在24个月的访问中,收集了母子自由玩耍的视频。从视频中测量母亲语言输入的七个方面:模仿、扩展、wh-疑问句、标签、词类型、词标记和平均话语长度(MLU)。在36个月时使用标准化的方法评估儿童语言。母亲的MLU和模仿与整体语言和表达性词汇得分有关;wh问题与接受性语言得分有关。通过对数量和质量的探讨,我们可以了解成人语言输入对不同群体儿童早期语言能力的不同贡献。我们的研究结果强调了早期单词/声音的模仿和向孩子提问可能会促进表达和接受语言的发展。这些发现可能有助于在父母实施的语言促进活动中选择使用策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
26
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