University of Manchester, UK.
Max Planck Institute for Psycholinguistics, University of Liverpool, UK & Donders Institute for Brain Cognition and Neuroscience at Radboud University, Netherlands.
J Child Lang. 2023 Jan;50(1):198-213. doi: 10.1017/S0305000921000696. Epub 2021 Nov 18.
Caregiver abstract talk during shared reading predicts preschool-age children's vocabulary development. However, previous research has focused on level of abstraction with less consideration of the style of extratextual talk. Here, we investigated the relation between these two dimensions of extratextual talk, and their contributions to variance in children's vocabulary skills. Caregiver level of abstraction was associated with an interactive reading style. Controlling for socioeconomic status and child age, high interactivity predicted children's concurrent vocabulary skills whereas abstraction did not. Controlling for earlier vocabulary skills, neither dimension of the extratextual talk predicted later vocabulary. Theoretical and practical relevance are discussed.
在共享阅读期间，照顾者的抽象谈话可以预测学龄前儿童的词汇发展。然而，以前的研究主要关注抽象程度，而较少考虑额外文本谈话的风格。在这里，我们调查了额外文本谈话的这两个维度之间的关系，以及它们对儿童词汇技能差异的贡献。照顾者的抽象程度与互动式阅读风格相关。在控制社会经济地位和儿童年龄的情况下，高互动性预测了儿童的即时词汇技能，而抽象程度则没有。在控制早期词汇技能的情况下，额外文本谈话的这两个维度都没有预测后期的词汇。讨论了理论和实践的相关性。
