University of Connecticut.
University of Washington.
Child Dev. 2017 Jul;88(4):1216-1234. doi: 10.1111/cdev.12648. Epub 2016 Oct 19.
This study tested the impact of child-directed language input on language development in Spanish-English bilingual infants (N = 25, 11- and 14-month-olds from the Seattle metropolitan area), across languages and independently for each language, controlling for socioeconomic status. Language input was characterized by social interaction variables, defined in terms of speech style ("parentese" vs. standard speech) and social context (one-on-one vs. group). Correlations between parentese one-on-one and productive vocabulary at 24 months (n = 18) were found across languages and in each language independently. Differences are highlighted between previously published monolingual samples, which used the same methods as the current study of bilingual infants. The results also suggest cultural effects on language input and language development in bilingual and bicultural infants.
本研究测试了针对西班牙语-英语双语婴儿（西雅图大都市区 11 个月和 14 个月大的 25 名婴儿）的儿童导向语言输入对语言发展的影响，跨越语言并独立于每种语言进行，同时控制了社会经济地位。语言输入的特点是社会互动变量，根据言语风格（“父母语”与标准言语）和社会语境（一对一与群体）来定义。在 24 个月时（n=18），在两种语言中均发现了父母语一对一与产出性词汇之间的相关性。这些结果在双语婴儿的当前研究中与之前发表的单语样本使用相同的方法，因此突显了双语和双文化婴儿的语言输入和语言发展之间的差异。
