Parents' talk about conceptual categories with infants: stability, variability, and implications for expressive language development.
Parents' talk about conceptual categories with infants: stability, variability, and implications for expressive language development.
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父母与婴儿谈论概念类别：稳定性、可变性以及对表达性语言发展的影响。
DOI：
10.1017/s0305000922000319
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发表时间：
2023
影响因子：
2.2
通讯作者：
Rowe,MeredithL
中科院分区：
文献类型：
--
作者：
Wei,Ran;Kirby,Anna;Naigles,LetitiaR;Rowe,MeredithL
儿童接触到关于概念范畴的讨论对形成他们的概念发展起着强大的作用。然而，父母何时开始与年幼的孩子谈论类别，以及这样的谈话是否与孩子的语言技能有关，目前还不清楚。本研究考察了父母谈论概念范畴与婴儿表达语言发展之间的关系。在孩子10个月、12个月、14个月和16个月的时候，47对父母和婴儿在一起玩耍的视频被录了下来。研究人员对互动记录进行了分析，以确定父母谈论的概念类别。18个月时对儿童的语言表达能力发展进行评估。研究结果表明，父母确实与婴儿谈论了概念类别，而且随着时间的推移，谈话是稳定的，受过大学教育的父母比没有受过大学教育的父母产生的孩子更多。此外，父母谈论10到16个月的概念类别可以预测孩子18个月的语言表达能力。这项研究为早期经验支持儿童语言发展的机制提供了新的线索。
Children’s exposure to talk about conceptual categories plays a powerful role in shaping their conceptual development. However, it remains unclear when parents begin to talk about categories with young children and whether such talk relates to children’s language skills. This study examines relations between parents’ talk about conceptual categories and infants’ expressive language development. Forty-seven parent-infant dyads were videotaped playing together at child age 10, 12, 14, and 16 months. Transcripts of interactions were analyzed to identify parents’ talk about conceptual categories. Children’s expressive language development was assessed at 18 months. Findings indicate that parents indeed talked about conceptual categories with infants and that talk was stable across time, with college-educated parents producing more than non-college-educated parents. Further, parents’ talk about conceptual categories between 10 and 16 months predicted children’s 18-month expressive language. This study sheds new light on mechanisms through which early experiences may support children’s language development.