Literaturnachweis - Detailanzeige
| Autor/inn/en | Rowe, Meredith L.; Leech, Kathryn A.; Cabrera, Natasha |
|---|---|
| Titel | Going beyond Input Quantity: "Wh"-Questions Matter for Toddlers' Language and Cognitive Development |
| Quelle | In: Cognitive Science, 41 (2017), S.162-179 (18 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0364-0213 |
| DOI | 10.1111/cogs.12349 |
| Schlagwörter | Cognitive Development; Toddlers; Mothers; Vocabulary Development; Thinking Skills; Language Acquisition; Fathers; Verbal Communication; African Americans; Low Income Groups; Child Development; Infants; Language Skills; Measures (Individuals); Bayley Scales of Infant Development; MacArthur Communicative Development Inventory |
| Abstract | There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to "wh"-questions, a challenging quality of the communicative input, is associated with toddlers' vocabulary and later verbal reasoning skills in a sample of low-income, African-American fathers and their 24-month-old children (n = 41). Dyads were videotaped in free play sessions at home. Videotapes were transcribed and reliably coded for sheer quantity of fathers' input (number of utterances) as well as the number of "wh"-questions fathers produce. Children's productive vocabulary was measured at 24 months using the MacArthur Bates Communicative Development Inventory MCDI (completed by the mothers), and children's verbal reasoning skills were measured 1 year later using the Bayley Scales of Infant Development. Results indicate that the overall quantity of father talk did not relate to children's vocabulary or reasoning skills. However, fathers' use of "wh"-questions (but not other questions) related to both vocabulary and reasoning outcomes. Children's responses to "wh"-questions were more frequent and more syntactically complex, measured using the mean length of utterance (MLU), than their responses to other questions. Thus, posing "wh"-questions to 2-year-olds is a challenging type of input, which elicits a verbal response from the child that likely helps build vocabulary and foster verbal reasoning abilities. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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