Maternal Socioeconomic Status Influences the Range of Expectations during Language Comprehension in Adulthood

Autor/inn/en	Troyer, Melissa; Borovsky, Arielle
Titel	Maternal Socioeconomic Status Influences the Range of Expectations during Language Comprehension in Adulthood
Quelle	In: Cognitive Science, 41 (2017), S.1405-1433 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12488
Schlagwörter	Mothers; Socioeconomic Status; Correlation; Language Processing; Infants; Parent Child Relationship; College Students; Eye Movements; Task Analysis; Nouns; Sentences; Adults; Language Acquisition; Visual Stimuli + Suchen Sie Ihr Suchwort? Mother; Mutter; Socio-economic status; Sozioökonomischer Status; Korrelation; Sprachverarbeitung; Infant; Toddler; Toddlers; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Collegestudent; Augenbewegung; Aufgabenanalyse; Sentence analysis; Satzanalyse; Sprachaneignung; Spracherwerb
Abstract	In infancy, maternal socioeconomic status (SES) is associated with real-time language processing skills, but whether or not (and if so, how) this relationship carries into adulthood is unknown. We explored the effects of maternal SES in college-aged adults on eye-tracked, spoken sentence comprehension tasks using the visual world paradigm. When sentences ended in highly plausible, expected target nouns (Exp. 1), higher SES was associated with a greater likelihood of considering alternative endings related to the action of the sentence. Moreover, for unexpected sentence endings (Exp. 2), individuals from higher SES backgrounds were sensitive to whether the ending was action-related (plausible) or unrelated (implausible), showing a benefit for plausible endings. Individuals from lower SES backgrounds did not show this advantage. This suggests maternal SES can influence the dynamics of sentence processing even in adulthood, with consequences for processing unexpected content. These findings highlight the importance of early lexical experience for adult language skills. (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