母亲教育程度的发展变化以及最低限度接触对学习英语和西班牙语幼儿词汇量的影响。
Developmental changes in maternal education and minimal exposure effects on vocabulary in English- and Spanish-learning toddlers.
作者信息
Friend Margaret, DeAnda Stephanie, Arias-Trejo Natalia, Poulin-Dubois Diane, Zesiger Pascal
机构信息
Department of Psychology, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, USA; San Diego State University and University of California, San Diego, Joint Doctoral Program in Language and Communicative Disorders, San Diego, CA 92182, USA.
San Diego State University and University of California, San Diego, Joint Doctoral Program in Language and Communicative Disorders, San Diego, CA 92182, USA.
出版信息
J Exp Child Psychol. 2017 Dec;164:250-259. doi: 10.1016/j.jecp.2017.07.003. Epub 2017 Aug 5.
The current research follows up on two previous findings: that children with minimal dual-language exposure have smaller receptive vocabularies at 16months of age and that maternal education is a predictor of vocabulary when the dominant language is English but not when it is Spanish. The current study extends this research to 22-month-olds to assess the developmental effects of minimal exposure and maternal education on direct and parent-report measures of vocabulary size. The effects of minimal exposure on vocabulary size are no longer present at 22months of age, whereas maternal education effects remain but only for English speakers.
当前的研究是基于之前的两项发现进行跟进
即接触双语极少的儿童在16个月大时接受性词汇量较小，以及当主导语言为英语时，母亲的教育程度是词汇量的一个预测因素，但当主导语言为西班牙语时则不是。当前的研究将这项研究扩展到了22个月大的儿童，以评估极少接触双语和母亲的教育程度对词汇量的直接测量和家长报告测量的发展影响。在22个月大时，极少接触双语对词汇量的影响不再存在，而母亲的教育程度的影响仍然存在，但仅适用于说英语的儿童。
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