Beyond talk

Contributions of quantity and quality of communication to language success across socioeconomic strata

Datos Bibliográficos

ID16782879
AutoresLillian R Masek (0000-0003-0448-3671, Temple University, autor de correspondencia), Sarah J Paterson (0000-0002-5261-5109, James S. McDonnell Foundation), Roberta Michnick Golinkoff (0000-0003-3299-9720, University of Delaware), Roger Bakeman (0000-0001-6517-3111, Georgia State University), Lauren B Adamson (0000-0002-6601-8874, Georgia State University), Margaret Tresch Owens (0000-0003-0208-3965, The University of Texas at Dallas), Anthony Pace (0000-0003-3018-419X, University of Washington), Kathy Hirsh‐pasek (0000-0003-2947-4544, Temple University)
Año2021
Volumen26
Número1
Páginas123-147
Fecha de publicación2021-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaInfancy (JOURNAL)
Identificadores de la revistaISSN: 1525-0008 • E-ISSN: 1532-7078
EditorialWiley (PUBLISHER • GB)
DOI10.1111/infa.12378
PMID33306866
OpenAlexW3111495254
IdiomaEN
Citas recibidas11
Referencias citadas57

Infants from low‐socioeconomic status (SES) households hear a projected 30 million fewer words than their higher‐SES peers. In a recent study, Hirsh‐Pasek et al. ( Psychological Science , 2015; 26: 1071) found that in a low‐income sample, fluency and connectedness in exchanges between caregivers and toddlers predicted child language a year later over and above quantity of talk (Hirsh‐Pasek et al., Psychological Science , 2015; 26: 1071). Here, we expand upon this study by examining fluency and connectedness in two higher‐SES samples. Using data from the NICHD Study of Early Child Care and Youth Development, we sampled 20 toddlers who had low, average, and high language outcomes at 36 months from each of 2 groups based on income‐to‐needs ratio (INR; middle and high) and applied new coding to the mother–toddler interaction at 24 months. In the high‐INR group, the quality of mother–toddler interaction at 24 months accounted for more variability in language outcomes a year later than did quantity of talk, quality of talk, or sensitive parenting. These results could not be accounted for by child language ability at 24 months. These effects were not found in the middle‐INR sample. Our findings suggest that when the quality of interaction, fluency and connectedness , predicts language outcomes, it is a robust relation, but it may not be universal

Developmental psychology · Fluency · Mathematics education · Social connectedness · Socioeconomic status · Sociology · Toddler · Demography · Early Childhood Education and Development · Language Development and Disorders · Psychology · Reading and Literacy Development · Social Psychology