Bornstein M H, Haynes M O, Painter K M
Laboratory of Comparative Ethology, National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD 20892-2030, USA.
J Child Lang. 1998 Jun;25(2):367-93. doi: 10.1017/s0305000998003456.
This study examines sources of individual variation in child vocabulary competence in the context of a multivariate developmental ecological model. Maternal sociodemographic characteristics, personological characteristics, and vocabulary, as well as child gender, social competence, and vocabulary competence were evaluated simultaneously in 126 children aged 1;8 and their mothers. Measures of child vocabulary competence included two measures each of spontaneous speech, experimenter assessments, and maternal reports. Maternal measures, from proximal to distal, included vocabulary, verbal intelligence, personality, attitudes toward parenting, knowledge of parenting, and SES. Structural equation modelling supported several direct unique predictive relations: child gender (girls higher) and social competence as well as maternal attitudes toward parenting predicted child vocabulary competence, and mothers' vocabulary predicted child vocabulary comprehension and two measures of mother-reported child vocabulary expression. In addition, children's vocabulary competence was influenced indirectly by mothers' vocabulary, social personality, and knowledge of child development. Maternal vocabulary itself was positively influenced by SES, maternal verbal intelligence, and mothers' knowledge about parenting. Individual variation in child vocabulary competence might best be understood as arising within a nexus of contextual factors both proximal and distal to the child.
本研究在多变量发展生态模型的背景下，考察儿童词汇能力个体差异的来源。对126名1岁8个月大的儿童及其母亲同时评估了母亲的社会人口学特征、人格特征和词汇量，以及儿童的性别、社会能力和词汇能力。儿童词汇能力的测量包括自发言语、实验者评估和母亲报告各两项测量。母亲的测量指标，从近端到远端，包括词汇量、言语智力、个性、育儿态度、育儿知识和社会经济地位（SES）。结构方程模型支持了几个直接的独特预测关系：儿童性别（女孩更高）、社会能力以及母亲的育儿态度预测儿童词汇能力，母亲的词汇量预测儿童词汇理解以及母亲报告的儿童词汇表达的两项测量。此外，儿童的词汇能力受到母亲的词汇量、社会个性和儿童发展知识的间接影响。母亲的词汇量本身受到社会经济地位、母亲言语智力和母亲育儿知识的积极影响。儿童词汇能力的个体差异最好理解为在儿童近端和远端的背景因素的关联中产生。
