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Language learning, socioeconomic status, and child-directed speech.
Jessica F Schwab1, Casey Lew-Williams1
1Department of Psychology, Princeton University, Princeton, NJ 08540, USA.
Wiley Interdisciplinary Reviews. Cognitive Science
|May 20, 2016
Summary
Family socioeconomic status (SES) impacts children's language development. High-quality parent-child interactions and specific features of child-directed speech (CDS) are crucial for language learning across all SES groups.
Area of Science:
- Cognitive Science
- Developmental Psychology
- Linguistics
Background:
- Child language acquisition is highly variable.
- Socioeconomic status (SES) is linked to differences in parental language input and child language outcomes.
- Variability in language input and learning also exists within SES groups.
Purpose of the Study:
- To review research on SES, parental language input, and child language learning.
- To identify features of high-quality child-directed speech (CDS) that enhance language acquisition.
- To explore family and community factors influencing parent-child language interactions.
Main Methods:
- Literature review of studies on SES and child language.
- Analysis of laboratory findings on specific characteristics of child-directed speech (CDS).
- Discussion of contextual factors affecting parental interaction quality.
Main Results:
- Differences in language input quantity and quality exist across SES groups.
- Specific acoustic, lexical, syntactic, and social features of CDS significantly impact child language learning.
- Within-group variations highlight the importance of factors beyond SES.
Conclusions:
- Understanding the interplay between SES and CDS is vital for a comprehensive view of language development.
- Identifying key features of effective parent-child interactions can inform interventions.
- Policies and programs can be developed to support optimal language outcomes for all children.
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