Weizman Z O, Snow C E
Department of Speech and Hearing Sciences, Faculty of Education, University of Hong Kong, Prince Philip Dental Hospital, SAR, China.
Dev Psychol. 2001 Mar;37(2):265-79. doi: 10.1037/0012-1649.37.2.265.
A corpus of nearly 150,000 maternal word-tokens used by 53 low-income mothers in 263 mother-child conversations in 5 settings (e.g., play, mealtime, and book readings) was studied. Ninety-nine percent of maternal lexical input consisted of the 3,000 most frequent words. Children's vocabulary performance in kindergarten and later in 2nd grade related more to the occurrence of sophisticated lexical items than to quantity of lexical input overall. Density of sophisticated words heard and the density with which such words were embedded in helpful or instructive interactions, at age 5 at home, independently predicted over a third of the variance in children's vocabulary performance in both kindergarten and 2nd grade. These two variables, with controls for maternal education, child nonverbal IQ, and amount of child's talk produced during the interactive settings, at age 5, predicted 50% of the variance in children's 2nd-grade vocabulary.
研究了一个语料库，该语料库包含53位低收入母亲在5种场景（如玩耍、用餐时间和读书）的263次母子对话中使用的近15万个母亲话语词元。99%的母亲词汇输入由3000个最常用的词组成。儿童在幼儿园及以后二年级时的词汇表现，与复杂词汇项的出现频率的关联，比与总体词汇输入量的关联更大。5岁时在家中听到的复杂词汇的密度，以及这些词汇在有益或有指导意义的互动中嵌入的密度，独立预测了儿童在幼儿园和二年级词汇表现中超过三分之一的方差。这两个变量，在控制了母亲教育程度、儿童非言语智商以及互动场景中儿童说话量的情况下，在5岁时，预测了儿童二年级词汇中50%的方差。
