Rural and urban differences in language socialization and early vocabulary development in Mozambique
Rural and urban differences in language socialization and early vocabulary development in Mozambique
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莫桑比克城乡语言社会化和早期词汇发展的差异
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发表时间：
2013
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通讯作者：
J. Mastin
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作者：
Paul Vogt;J. Mastin
(p.a.vogt@uvt.nl)蒂尔堡认知与交流中心，蒂尔堡大学P.O.Box 90153,5000 le，Tilburg，荷兰；J.Douglas Mastin(j.d.mastin@uvt.nl)蒂尔堡大学蒂尔堡认知与交流中心，蒂尔堡大学P.O.Box 90153,5000 le，蒂尔堡，荷兰蒂尔堡摘要我们调查了莫桑比克农村和城市1岁、1岁婴儿的语音量和(联合言语)手势，并将这些数量与1；5和2岁的词汇量相关联；1.我们发现，城市婴儿接触到的言语和联合言语手势是农村婴儿的三倍多。研究结果表明，在城市社区中，手势和语音量可以预测以后的词汇发展，而在农村社区中则不能。结果进一步表明，农村婴儿的词汇发展迟缓，部分原因可能是农村婴儿在1；1岁到1：5岁之间经历的社会化方式的转变。关键词：儿童语言习得；儿童指导的言语；协同言语手势；词汇发展；莫桑比克。当孩子学习语言时，他们必须接触到目标语言。众所周知，接触的数量与词汇发展密切相关(Hart&Risley，1995；潘，Rowe，Singer，&Snow，2005)。这不仅适用于儿童接触到的言语数量，也适用于针对儿童的手势数量(Iverson，Capirci，Longobardi，&Caselli，1999；Rowe&Goldin-Meadow，2009)。在这份报告中，我们调查了莫桑比克农村和城市社区向婴儿发出的语音和手势的数量是如何变化的，并展示了这些数量与婴儿早期发展期间的词汇量之间的关系。儿童词汇发展的一个明显预测因素是向他们提供的语言输入的数量。各种研究确实揭示了父母的言语输入与词汇发展之间存在着很强的相关性(Hart&Risley，1995；Panet al.，2005)。不仅是儿童接触到的词汇量，而且与后来的词汇量相关的词汇种类也是如此(Hart&Risley，1995)。研究进一步发现，父母对儿童的言语输入的数量以及儿童词汇发展的速度与父母的社会经济地位有关--父母的社会经济地位越高，他们对儿童的词汇量就越多，这些儿童的词汇量就越大(Hart&Risley，1995)。与言语一样，向婴儿发出的手势的数量，如指向、显示或标志性手势，可以很好地预测词汇的发展(Iverson等人，1999；潘等人，2005)。婴儿的手势使用也预测词汇量(潘等人，2005年)，这可能是由于父母手势使用和婴儿手势使用之间的相关性(Iverson等人，1999)。与语音量一样，SES预测父母和婴儿的手势使用量，这与后来的词汇量有关(Rowe&Goldin-Meadow，2009)。手势对词汇发展的作用的一种解释是，手势有助于建立和维持共同注意力，进而支持词汇发展(Carpenter，Nagell，Tomasello，Butterworth，&Moore，1998)。重要的是要认识到，这些研究大多是在工业化社会进行的，但不同文化对儿童的社会化可能有很大差异，许多非工业文化对儿童养育有不同的态度(Schieffelin&Ochs，)。例如，在儿童参与的社会化程度方面存在文化差异--通常，针对来自非工业化文化的婴儿的言语相对较少(Liven，1994)。此外，非工业化社区的多方互动比工业化社区更频繁，婴儿往往有多个照顾者，包括兄弟姐妹(Brown，2011；Harkness，1977)。此外，语言社会化的程度取决于一个国家的发展状况--来自发展水平较高的国家的母亲往往会花更多的时间通过阅读、讲故事、命名、数数和其他认知任务来刺激孩子(Bornstein&Putnick，2012)。在文化内部，城市和农村社区之间可能存在差异。例如，凯勒(2012)提出，在非工业化国家，除了典型的西方城市社区外，还有典型的农村和城市社区。她描述了非工业化农村社区和城市社区不同的一些关键特征。以生存为基础的农业生活方式
Rural and urban differences in language socialization and early vocabulary development in Mozambique Paul Vogt (p.a.vogt@uvt.nl) Tilburg center for Cognition and Communication, Tilburg University P.O. Box 90153, 5000 LE, Tilburg, The Netherlands J. Douglas Mastin (j.d.mastin@uvt.nl) Tilburg center for Cognition and Communication, Tilburg University P.O. Box 90153, 5000 LE, Tilburg, The Netherlands Abstract We investigate the amount of speech and (co-speech) gestures addressed to infants at 1;1 years of age in rural and urban Mozambique, and correlate these amounts with vocabulary size measured at 1;5 and 2;1. We found that urban infants are exposed to more than three times as much speech and co- speech gestures than rural infants. The results show that the amounts of co-speech gestures and speech predict later vocabulary development in the urban community, but not in the rural community. The results further show that rural infants are delayed in their vocabulary development, which may in part be explained by a transition in the socialization style rural infants experience between the age of 1;1 and 1;5. Keywords: Child language acquisition; child-directed speech; co-speech gestures; vocabulary development; Mozambique. Introduction When children learn language, they must have exposure to the target language. It is well established that the amount of exposure correlates strongly to vocabulary development (Hart & Risley, 1995; Pan, Rowe, Singer, & Snow, 2005). This does not only hold for the amount of speech children are exposed to, but also for the amount of gestures directed at children (Iverson, Capirci, Longobardi, & Caselli, 1999; Rowe & Goldin-Meadow, 2009). In this report we investigate how the amounts of speech and gestures addressed to infants vary among rural and urban communities in Mozambique, and show how these amounts correlate with vocabulary sizes during infants’ early development. One obvious predictor of children’s vocabulary development is the amount of verbal input addressed to them. Various studies have, indeed, revealed a strong correlation between parental verbal input and vocabulary development (Hart & Risley, 1995; Pan et al., 2005). It is not just the amount of words a child is exposed to, but also the variety of words that correlates to later vocabulary size (Hart & Risley, 1995). It has further been found that the amount of parental verbal input addressed to children, as well as the speed of children’s vocabulary development, relates to the parents’ social economic status (SES) – the higher the parents’ SES, the more words they tend to address to children, and the larger these children’s vocabularies become (Hart & Risley, 1995). As with speech, the amount of hand gestures addressed to infants, such as pointing, showing, or iconic gestures, are good predictors of vocabulary development (Iverson et al., 1999; Pan et al., 2005). Infants’ gesture use also predicts vocabulary size (Pan et al., 2005), possibly due to a correlation between parental gesture use and infants gesture use (Iverson et al., 1999). As with the amount of speech, SES predicts the amounts of parents’ and infants’ gesture use, which relates to later vocabulary size (Rowe & Goldin- Meadow, 2009). One explanation for the role that gestures have on vocabulary development is that gestures help to establish and sustain joint attention, which in turn supports vocabulary development (Carpenter, Nagell, Tomasello, Butterworth, & Moore, 1998). It is important to realize that most of these studies were carried out in industrialized societies, but socialization towards children can differ greatly across cultures, and many non-industrial cultures have different attitudes towards child rearing (Schieffelin & Ochs, 1989). For instance, there are cultural differences regarding the amount of socialization a child is involved in - typically there is relatively little speech directed towards infants from non- industrialized cultures (Lieven, 1994). Moreover, multi- party interactions are more frequent in non-industrialized than in industrialized communities, and infants tend to have multiple caregivers, including siblings (Brown, 2011; Harkness, 1977). Also, the amount of language socialization depends on the developmental status of a country - mothers from countries higher on a developmental scale tend spend more time stimulating their children by reading books, telling stories, naming, counting and other cognitive tasks (Bornstein & Putnick, 2012). Within culture differences may exist between urban and rural communities. Keller (2012), for instance, has proposed that, in addition to prototypical Western urban communities, there are prototypical rural and urban communities in non- industrialized countries. She has described a number of key characteristics in which non-industrialized rural and urban communities differ. The subsistence-based farming lifestyle