Early word‐learning skills: A missing link in understanding the vocabulary gap?
Early word‐learning skills: A missing link in understanding the vocabulary gap?
复制标题
早期单词学习技能：理解词汇差距时缺失的一环？
DOI：
10.1111/desc.13034
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发表时间：
2020
影响因子：
3.7
通讯作者：
Booth, Amy E.
中科院分区：
文献类型：
--
作者：
Shavlik, Margaret;Davis‐Kean, Pamela E.;Schwab, Jessica F.;Booth, Amy E.
社会经济地位（SES）已被多次链接到幼儿词汇习得的发展轨迹。然而，这种关系的性质仍然没有得到充分说明。特别是，尽管大量的文献记录了幼儿对大量技能和策略的依赖来学习新单词，但很少有人关注这些技能是否以及如何与SES和词汇习得相关。为了评估这些关系，我们进行了两项研究。在研究1中，205名来自不同社会经济背景的2.5至3.5岁儿童接受了广泛的单词学习技能测试，这些技能利用他们解决模糊参考案例的能力，并适当扩展单词。儿童的执行功能和语音记忆技能也进行了评估。在研究2中，其中77名儿童在几个月后返回进行随访，当时获得了两项额外的词汇测量。使用结构方程模型（SEM）和多元回归，我们提供了证据的中介作用的单词学习技能之间的关系SES和词汇技能在早期发展过程中。
Socioeconomic status (SES) has been repeatedly linked to the developmental trajectory of vocabulary acquisition in young children. However, the nature of this relationship remains underspecified. In particular, despite an extensive literature documenting young children's reliance on a host of skills and strategies to learn new words, little attention has been paid to whether and how these skills relate to measures of SES and vocabulary acquisition. To evaluate these relationships, we conducted two studies. In Study 1, 205 2.5‐ to 3.5‐year‐old children from widely varying socioeconomic backgrounds were tested on a broad range of word‐learning skills that tap their ability to resolve cases of ambiguous reference and to extend words appropriately. Children's executive functioning and phonological memory skills were also assessed. In Study 2, 77 of those children returned for a follow‐up session several months later, at which time two additional measures of vocabulary were obtained. Using Structural Equation Modeling (SEM) and multivariate regression, we provide evidence of the mediating role of word‐learning skills on the relationship between SES and vocabulary skill over the course of early development.