Center for Research on Culture, Development, and Education, Department of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University, USA.
Dev Psychol. 2012 Jul;48(4):1106-23. doi: 10.1037/a0026401. Epub 2011 Dec 5.
We longitudinally investigated parental language context and infants' language experiences in relation to Dominican American and Mexican American infants' vocabularies. Mothers provided information on parental language context, comprising measures of parents' language background (i.e., childhood language) and current language use during interviews at infants' birth. Infants' language experiences were measured at ages 14 months and 2 years through mothers' reports of mothers' and fathers' engagement in English and Spanish literacy activities with infants and mothers' English and Spanish utterances during videotaped mother-infant interactions. Infants' vocabulary development at 14 months and 2 years was examined using standardized vocabulary checklists in English and Spanish. Both parental language context and infants' language experiences predicted infants' vocabularies in each language at both ages. Furthermore, language experiences mediated associations between parental language context and infants' vocabularies. However, the specific mediation mechanisms varied by language.
我们纵向调查了父母的语言环境以及婴儿的语言经验与多米尼加裔美国人和墨西哥裔美国婴儿词汇量的关系。母亲提供了有关父母语言环境的信息，包括父母的语言背景（即童年语言）和在婴儿出生时的访谈中当前的语言使用情况。在婴儿 14 个月和 2 岁时，通过母亲报告父母与婴儿进行英语和西班牙语读写活动的参与度以及母亲在录像的母婴互动中的英语和西班牙语话语，测量了婴儿的语言经验。在英语和西班牙语中使用标准化词汇检查表检查婴儿在 14 个月和 2 岁时的词汇发展情况。父母的语言环境和婴儿的语言经验都预测了婴儿在每个年龄段的每种语言中的词汇量。此外，语言经验中介了父母语言环境和婴儿词汇量之间的关联。然而，具体的中介机制因语言而异。
