LSCP, Département d'études cognitives, ENS, EHESS, CNRS, PSL Research University.
University of California at Santa Barbara.
Child Dev. 2019 May;90(3):759-773. doi: 10.1111/cdev.12974. Epub 2017 Nov 2.
This article provides an estimation of how frequently, and from whom, children aged 0-11 years (Ns between 9 and 24) receive one-on-one verbal input among Tsimane forager-horticulturalists of lowland Bolivia. Analyses of systematic daytime behavioral observations reveal < 1 min per daylight hour is spent talking to children younger than 4 years of age, which is 4 times less than estimates for others present at the same time and place. Adults provide a majority of the input at 0-3 years of age but not afterward. When integrated with previous work, these results reveal large cross-cultural variation in the linguistic experiences provided to young children. Consideration of more diverse human populations is necessary to build generalizable theories of language acquisition.
本文估计了在玻利维亚低地的蒂曼人（Tsimane）群体中，0-11 岁儿童（9 至 24 名儿童的样本量）与谁进行一对一的口头交流的频率。对日间系统行为观察的分析显示，与同时同地在场的其他人相比，与 4 岁以下儿童的交谈时间不到 1 分钟/小时，这少了 4 倍。成年人在 0-3 岁时提供了大部分输入，但之后就不再提供了。当将这些结果与以前的工作结合起来考虑时，这些结果揭示了为幼儿提供语言经验的跨文化的巨大差异。考虑到更多样化的人群，对于构建可普遍适用的语言习得理论是必要的。
