What's in a question? Parents' question use in dyadic interactions and the relation to preschool-aged children's math abilities.
What's in a question? Parents' question use in dyadic interactions and the relation to preschool-aged children's math abilities.
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DOI：
10.1016/j.jecp.2021.105213
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发表时间：
2021-11
影响因子：
2.6
通讯作者：
Libertus ME
中科院分区：
文献类型：
--
作者：
Duong S;Bachman HJ;Votruba-Drzal E;Libertus ME
成年人问题的认知复杂性，特别是在共读图书期间，有助于儿童语言技能的发展。问题可被描述为具有低认知需求（CD；例如，贴标签、匹配）或高认知需求（例如，比较、预测）。对于不同类型的父母提问与儿童数学能力之间的关系，我们知之甚少。本研究考察了父母在三项结构化活动中向其4岁儿童提出的低认知需求和高认知需求以及特定领域数学问题的数量，以及这些问题的频率与儿童同期的数学和语言技能之间的关系。观察了121对亲子互动，分别与一本图画书、杂货店玩具和一个拼图互动约5分钟，儿童完成了数学和空间评估。尽管父母提问的频率与儿童的结果无关，但在控制了父母话语量、儿童话语量、儿童年龄和家庭社会经济地位后，父母使用高认知需求问题与儿童的空间技能、标准化数学分数和词汇技能相关。然而，特定领域的数学问题与父母总提问量之外的任何儿童结果均无关。这项研究表明，认知需求不同（低和高）的一般领域问题与儿童的数学和语言能力有不同的关联，这可以为父母利用早期学习机会与孩子互动的方式提供参考。
The cognitive complexity of adults’ questions, particularly during shared book reading, supports children’s developing language skills. Questions can be described as having low cognitive demand (CD; e.g., labeling, matching) or high CD (e.g., comparing, predicting). Little is known about the relation between different types of parental questioning and children’s math abilities. The present study examines the quantity of low- and high-CD and domain-specific math questions that parents pose to their 4-year-old children in three structured activities, and how the frequency of those questions relates to children’s concurrent math and language skills. Parent-child dyads (n=121) were observed interacting with a picture book, grocery store toys, and a puzzle for about 5 minutes each and children completed math and spatial assessments. Although the frequency with which parents asked questions did not relate to children’s outcomes, parents’ use of high-CD questions was associated with children’s spatial skills, standardized math scores, and vocabulary skills after controlling for parental utterances, child utterances, child age, and family socioeconomic status. However, domain-specific math questions were not related to any child outcomes above and beyond parents’ total questions. This study suggests that domain-general questions that vary in cognitive demand (low and high) are differentially related to children’s math and language abilities, which can inform the ways parents engage in early learning opportunities with their children.
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