Content or connectedness? Mother-child talk and early social understanding
Content or connectedness? Mother-child talk and early social understanding
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DOI：
10.1111/j.1467-8624.2007.01120.x
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发表时间：
2008-01-01
影响因子：
4.6
通讯作者：
Hughes, Claire
中科院分区：
文献类型：
--
作者：
Ensor, Rosie;Hughes, Claire
尽管对学龄前儿童社会理解的个体差异进行了大量研究，但对年幼儿童中相应的个体差异知之甚少。同样，尽管对学龄前儿童的研究强调了心理状态参考的重要性，但谈话的其他方面却很少受到关注。目前的研究涉及120个家庭与2岁的孩子;视频为基础的成绩单的观察家庭互动编码的数量，连通性，和内容的母亲和孩子的谈话。在2岁、3岁和4岁时，孩子们完成了社会理解和语言能力测试。母亲的连接转向和连接转向内的心理状态参考与儿童的社会理解表现出独立的关联（儿童的心理状态参考，整体和连接转向内）。有联系的对话为儿童发展社会理解提供了肥沃的环境。
Despite much research into individual differences in social understanding among preschoolers, little is known about corresponding individual differences within younger children. Likewise, although studies of preschoolers highlight the importance of mental-state references, other aspects of talk have received less attention. The current study involved 120 families with 2-year-olds; video-based transcripts of observations of family interaction were coded for quantity, connectedness, and content of mothers' and children's talk. At 2, 3, and 4 years of age, children completed social understanding and verbal ability tests. Mothers' connected turns and mental-state reference within connected turns showed independent associations with children's social understanding (as did children's mental-state references, both overall and within connected turns). Connected conversations provide a fertile context for children's developing social understanding.