Department of Educational Psychology, Faculty of Education, University of Leipzig.
Leipzig Research Center for Early Child Development, Leipzig, Germany.
J Child Lang. 2022 Jul;49(4):839-849. doi: 10.1017/S0305000921000295. Epub 2021 Jun 22.
Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked.We tested four- and six-year-old children ( = 92) with a communication task, a questionnaire assessed parents' SES and socio-cognitive engagement.Socio-cognitive engagement predicted children's communication abilities while the parental educational background and income did not. This emphasizes the notion that communication is a highly socio-cognitive task, one which children perform the better the more frequently they engage in socio-cognitive interactions.
父母的社会经济地位（SES）强烈影响孩子的语言能力，但对其对语用能力（例如，从相关性暗示推断意图）的影响知之甚少。此外，通过关注 SES，社会认知参与（例如，亲子互动）的作用被忽视了。我们使用一项交流任务测试了 4 岁和 6 岁的儿童（n=92），并使用问卷评估了父母的 SES 和社会认知参与情况。社会认知参与预测了儿童的交流能力，而父母的教育背景和收入则没有。这强调了交流是一项高度社会认知的任务，儿童参与社会认知互动的频率越高，他们的交流能力就越好。
