Anderson-Yockel J, Haynes W O
Auburn University, Alabama.
J Speech Hear Res. 1994 Jun;37(3):583-93. doi: 10.1044/jshr.3703.583.
Twenty working-class mother-toddler dyads were videorecorded during three joint book-reading activities. Ten of the dyads were white, and 10 were African American, balanced for parent educational level, family income, and parental occupation. The children ranged in age from 18 to 30 months and were normally developing. The parents read an experimental book to their child two times and a favorite book they brought from home one time. Videotapes of the joint book-readings were analyzed to determine cultural differences and the effects of book familiarity on the occurrence of maternal and child communication behaviors. The results show many similarities between the cultural groups in joint book-reading behaviors. However, statistical analyses revealed a significant difference between the cultural groups in the use of questions. African American mothers used significantly fewer questioning behaviors compared to the white mothers. White children produced more question-related communications, and African American children produced more spontaneous verbalizations. Several effects of familiarity were also found. The findings are compared to anthropological reports on caretaker-child interaction in African American families and implications are discussed.
在三次亲子共读活动中，对20对来自工人阶级的母婴进行了视频录制。其中10对是白人母婴，10对是非洲裔美国母婴，在家长教育水平、家庭收入和父母职业方面保持平衡。孩子的年龄在18至30个月之间，发育正常。家长给孩子读了两遍实验用书，并读了一遍他们从家里带来的最喜欢的书。对亲子共读的录像进行了分析，以确定文化差异以及书籍熟悉度对母婴交流行为发生的影响。结果显示，不同文化群体在亲子共读行为上有许多相似之处。然而，统计分析显示，不同文化群体在提问的使用上存在显著差异。与白人母亲相比，非洲裔美国母亲使用的提问行为明显更少。白人孩子产生了更多与问题相关的交流，而非洲裔美国孩子产生了更多自发的言语表达。还发现了熟悉度的一些影响。将这些发现与关于非裔美国家庭中照顾者与孩子互动的人类学报告进行了比较，并讨论了其意义。
