Reciprocal Influences between Maternal Language and Children's Language and Cognitive Development in Low-Income Families

Autor/inn/en	Song, Lulu; Spier, Elizabeth T.; Tamis-Lemonda, Catherine S.
Titel	Reciprocal Influences between Maternal Language and Children's Language and Cognitive Development in Low-Income Families
Quelle	In: Journal of Child Language, 41 (2014) 2, S.305-326 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000912000700
Schlagwörter	Low Income; Language Acquisition; Child Language; Mothers; Parent Child Relationship; Correlation; Vocabulary Development; Cognitive Development; Receptive Language; Toddlers + Suchen Sie Ihr Suchwort? Niedriglohn; Sprachaneignung; Spracherwerb; 'Children''s language'; Kindersprache; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Korrelation; Wortschatzarbeit; Kognitive Entwicklung; Rezeptive Kommunikationsfähigkeit; Infant; Infants; Toddler; Kleinkind
Abstract	We examined reciprocal associations between early maternal language use and children's language and cognitive development in seventy ethnically diverse, low-income families. Mother-child dyads were videotaped when children were aged 2;0 and 3;0. Video transcripts were analyzed for quantity and lexical diversity of maternal and child language. Child cognitive development was assessed at both ages and child receptive vocabulary was assessed at age 3;0. Maternal language related to children's lexical diversity at each age, and maternal language at age 2;0, was associated with children's receptive vocabulary and cognitive development at age 3;0. Furthermore, children's cognitive development at age 2;0 was associated with maternal language at age 3;0 controlling for maternal language at age 2;0, suggesting bi-directionality in mother-child associations. The quantity and diversity of the language children hear at home has developmental implications for children from low-income households. In addition, children's early cognitive skills further feed into their subsequent language experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10