Bohlmann Natalie L, Maier Michelle F, Palacios Natalia
University of Virginia.
Child Dev. 2015 Jul;86(4):1094-1111. doi: 10.1111/cdev.12375. Epub 2015 Apr 23.
Significant differences in language and self-regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self-regulatory processes and language development, this study explored bidirectional associations between English expressive vocabulary and self-regulation skills for monolingual English and DLL preschool children (N = 250) from mixed-income families in Los Angeles. Across three time points, findings provide initial support for bidirectionality between these developing skills for both monolinguals and DLLs. Results provide strong empirical support for vocabulary serving as a leading indicator of self-regulation skills in preschool. Findings also suggest that early self-regulation skills play a particularly important role for vocabulary development.
儿童进入正规学校教育时，在语言和自我调节技能方面存在显著差异。美国双语学习者（DLLs）数量的不断增加导致了这些语言差异。鉴于有证据表明自我调节过程与语言发展之间存在联系，本研究探讨了洛杉矶来自不同收入家庭的单语英语儿童和双语学前儿童（N = 250）的英语表达词汇与自我调节技能之间的双向关联。在三个时间点上，研究结果为单语儿童和双语儿童这些发展技能之间的双向性提供了初步支持。结果为词汇作为学前自我调节技能的主要指标提供了强有力的实证支持。研究结果还表明，早期自我调节技能对词汇发展起着特别重要的作用。
