谈话时间:在日常活动中,从全天记录中采集的日常活动中,照顾者-儿童口头参与的变化
Janet Y Bang1,2, Arlyn Mora1, Mónica Munévar1
1Department of Psychology, Stanford University, Stanford, California, USA.
概括
照顾者将2岁的孩子与促进发展的语言特征联系起来,在各种活动和语言中展示一致的家庭互动风格. 这突显了早期语言体验中的个体护理者倾向.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 儿童语言获取 儿童语言获取
背景情况:
- 儿童通过社交互动获得语言.
- 了解护理人员口头参与的变化对于早期语言发展研究至关重要.
研究的目的:
- 为了记录护理人员与2岁儿童的口头互动的变化.
- 探索活动类型和照顾者倾向如何影响儿童指导的言语.
- 为了检查不同英语和西班牙语家庭的模式.
主要方法:
- 收集了来自90个家庭 (45个说英语,45个说西班牙语) 一整天自然观测的录音.
- 在各种活动 (以儿童为中心和以成年人为中心) 中,采用了六个10分钟的儿童导向演讲段.
- 分析语音语言和交互特征,包括词汇多样性和发言平均长度 (MLU).
主要成果:
- 在所有活动类型中,以儿童为导向的演讲始终包含语言促进元素.
- 在家庭内观察到护理人员参与度的显著差异,表明了稳定的互动风格.
- 在英语和西班牙语组之间,观察到的儿童指导言语模式在很大程度上是一致的.
结论:
- 护理人员的口头参与,无论其活动是什么,都包含了有利于语言发展的特征.
- 个体照顾者互动风格在家庭中表现出稳定性,影响孩子的语言体验.
- 调查结果强调了活动背景和照顾者态度在塑造不同语言背景的早期语言环境中的重要性.
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