Tal Shira, Arnon Inbal
Hebrew University of Jerusalem,Cognitive Science,Mount Scopus,Jerusalem 9190501,Israel.
J Child Lang. 2018 Nov;45(6):1423-1438. doi: 10.1017/S0305000918000223. Epub 2018 Jul 5.
Socio-economic status (SES) impacts the amount and type of input children hear in ways that have developmental consequences. Here, we examine the effect of SES on the use of variation sets (successive utterances with partial self-repetitions) in child-directed speech (CDS). Variation sets have been found to facilitate language learning, but have been studied only in higher-SES groups. Here, we examine their use in naturalistic speech in two languages (Hebrew and English) for both low- and high-SES caregivers. We find that variation sets are more frequent in the input of high-SES caregivers in both languages, indicating that SES also impacts structural properties of CDS.
社会经济地位（SES）以具有发展影响的方式影响儿童所听到的输入的数量和类型。在此，我们研究SES对儿童指向性言语（CDS）中变体集（带有部分自我重复的连续话语）使用的影响。已发现变体集有助于语言学习，但仅在高社会经济地位群体中进行过研究。在此，我们研究了低社会经济地位和高社会经济地位的照顾者在两种语言（希伯来语和英语）的自然言语中对变体集的使用情况。我们发现，在两种语言中，高社会经济地位照顾者的输入中变体集更为频繁，这表明社会经济地位也会影响儿童指向性言语的结构特性。
