Stanford University.
Stanford University School of Medicine.
Child Dev. 2018 Sep;89(5):1674-1690. doi: 10.1111/cdev.12818. Epub 2017 Apr 28.
This study examined associations between caregiver talk and language skills in full term (FT) and preterm (PT) children (n = 97). All-day recordings of caregiver-child interactions revealed striking similarities in amount of caregiver talk heard by FT and PT children. Children who heard more caregiver talk at 16 months demonstrated better knowledge- and processing-based language skills at 18 months. The unique contributions of caregiver talk were tempered by medical risk in PT children, especially for processing speed. However, there was no evidence that birth status or medical risk moderated the effects of caregiver talk. These findings highlight the role of caregiver talk in shaping language outcomes in FT and PT children and offer insights into links between neurodevelopmental risk and caregiver-child engagement.
本研究考察了照顾者谈话与足月（FT）和早产儿（PT）儿童语言技能之间的关系（n=97）。全天记录的照顾者-儿童互动显示，FT 和 PT 儿童听到的照顾者谈话数量惊人地相似。16 个月时听到更多照顾者谈话的儿童在 18 个月时表现出更好的基于知识和处理的语言技能。在 PT 儿童中，照顾者谈话的独特贡献受到了医疗风险的影响，尤其是处理速度。然而，没有证据表明出生状况或医疗风险会调节照顾者谈话的影响。这些发现强调了照顾者谈话在塑造 FT 和 PT 儿童语言结果中的作用，并提供了关于神经发育风险与照顾者-儿童互动之间联系的见解。
