Scaff Camila, Fibla Laia, Cristia Alejandrina
Human Ecology Group, Institute of Evolutionary Medicine (IEM), University of Zurich, Zurich, Switzerland.
Laboratoire de Sciences Cognitives et de Psycholinguistique, Departement d'Etudes Cognitives, ENS, EHESS, CNRS, PSL University, Paris, France.
J Child Lang. 2022 May 5:1-21. doi: 10.1017/S0305000922000186.
A growing body of research suggests that individual variation in young children's word comprehension (indexed by response times and accuracy) is structured and meaningful. In this paper, we assess how children's word comprehension correlates with three factors: socio-economic status (indexed by maternal education), lingual status (based on language exposure), and age. We present results from 91 2- to 3-year-old children using a paired forced-choice task built on a child-friendly touch screen. Effects associated with maternal education and exposure to the tested language (French) were small, and they were greater for accuracy than response times. This pattern of results is compatible with an interpretation whereby the greatest effects of these two variables are on cumulative knowledge (vocabulary size) rather than on processing. Effects for age were larger and affected both accuracy and response times. Finally, response time variation did not mediate the effects of socio-economic status on accuracy or vice versa.
越来越多的研究表明，幼儿单词理解方面的个体差异（以反应时间和准确性为指标）是有结构且有意义的。在本文中，我们评估了儿童的单词理解与三个因素之间的关联：社会经济地位（以母亲的教育程度为指标）、语言状况（基于语言接触情况）和年龄。我们展示了91名2至3岁儿童使用基于儿童友好型触摸屏的配对强制选择任务得出的结果。与母亲教育程度和接触测试语言（法语）相关的影响较小，且对准确性的影响比对反应时间的影响更大。这种结果模式符合这样一种解释，即这两个变量的最大影响在于累积知识（词汇量）而非处理过程。年龄的影响更大，且对准确性和反应时间都有影响。最后，反应时间的变化并未介导社会经济地位对准确性的影响，反之亦然。
