Picture-Book Reading in Mother-Infant Dyads Belonging to Two Subgroups in Israel
Picture-Book Reading in Mother-Infant Dyads Belonging to Two Subgroups in Israel
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以色列两个亚群母婴二人组的图画书阅读
DOI：
10.1111/j.1467-8624.1980.tb02586.x
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发表时间：
1980
影响因子：
4.6
通讯作者：
A. Ninio
中科院分区：
文献类型：
--
作者：
A. Ninio
NINIO,阿娜特。在以色列属于两个亚群的母子二联体的绘本阅读。中国生物医学工程学报，1998,51(5):587-590。本研究探讨了不同社会阶层的母婴联合绘本阅读对词汇习得的影响。观察了20对中产阶级和20对下层阶级的婴儿，年龄在17至22个月之间。在两组的互动集中在引出或提供标签信息。最常见的格式包括以“那是什么？”问题开头的循环，以“X在哪里？”问题开头的循环，以及由母亲发出的标记语句。聚类分析显示，这些格式和其他输入语言的度量分为3组，每组显然代表了不同的二元交互风格。在高ses组中，每种风格都与婴儿不同的词汇量有关：生产性词汇量、理解性词汇量和模仿性词汇量。在低社会经济地位组中，母亲的“什么”问题的比例与婴儿的水平相关，而“在哪里”问题和标签陈述的比例没有调整到婴儿的水平。低社会地位的母亲说话更少，为行为和属性提供的标签也更少。他们问的“是什么”的问题少了，而问的“在哪里”的问题多了。高经济地位婴儿的生产性词汇量更大，低经济地位婴儿的模仿词汇量更大。低社会经济地位组的发育速度较慢，这与婴儿年龄的相关性较低。
NINIO, ANAT. Picture-Book Reading in Mother-Infant Dyads Belonging to Two Subgroups in Israel. CmLD DEVELOPMENT, 1980, 51, 587-590. This study investigated vocabulary acquisition in the context of joint picture-book reading in mother-infant dyads belonging to 2 social classes. 20 middle-class and 20 lower-class dyads were observed, the infants ranging in age between 17 and 22 months. In both groups interaction focused on the eliciting or the provision of labeling information. The most frequent formats consisted of cycles headed by "What's that?" questions, by "Where is X?" questions, and by labeling statements emitted by the mother. Cluster analysis revealed that these formats and other measures of input language fell into 3 groups, each apparently representing a different dyadic interaction style. In the high-SES group, each style was associated with the size of a different vocabulary in the infant: productive, comprehension, and imitative vocabularies. In the low-SES group, the proportion of maternal "what" questions was correlated with the infant's level, whereas "where" questions and labeling statements were not adjusted to the infant's level. Low-SES mothers talked less and provided less varied labels for actions and attributes. They asked less "what" questions and more "where" questions. High-SES infants had a bigger productive vocabulary, and low-SES infants had a bigger imitative vocabulary. The rate of development was slower in the low-SES group, as evidenced by lower correlations with the age of the infant.