Cultural differences in beliefs and practices concerning talk to children
ABSTRACT Sporadic observations of non-Western culture groups have made it clear that the large literature on child-directed talk primarily describes Western parent-child interaction patterns. The current study used a survey instrument to contrast the childrearing beliefs and related verbal interaction practices of Chinese and Western mothers of preschoolers. Stepwise regression procedures indicated that culture differences in ratings for 6 belief statements and 5 interaction patterns accounted for 66-67% of the total variance. Discriminate functions derived from the regression analyses identified members of the two culture groups with 94-95% accuracy. The findings call into question the advice commonly given to parents of children with language delay and point to specific areas where practices more harmonious with Chinese culture could be recommended.
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ABSTRACT: The relation of social and linguistic input measures to early vocabulary development was examined in 30 low-income African American mother–infant pairs. Observations were conducted when the child was 0 years, 1 month (0;1), 0;4, 0;8, 1;0, 1;6, and 2;0. Maternal input was coded for word types and tokens, contingent responsiveness, and directiveness. Children's outcome measures included productive vocabulary at 1;6 and 2;0. Patterns of social and linguistic input were highly consistent over time. Significant positive relations were found between linguistic input measures and child vocabulary development. Findings for social input measures included positive relations between directive input and child word types, which differs from previous research with European American middle-class samples.Applied Psycholinguistics 10/2012; 33(4):1 - 18. DOI:10.1017/S0142716411000567 · 1.39 Impact Factor
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ABSTRACT: Young children's skilled generalization of newly learned nouns to new instances has become the battleground for two very different approaches to cognition. This debate is a proxy for a larger dispute in cognitive science and cognitive development: cognition as rule-like amodal propositions, on the one hand, or as embodied, modal, and dynamic processes on the other. After a brief consideration of this theoretical backdrop, we turn to the specific task set before us: an overview of the Attentional Learning Account (ALA) of children's novel noun generalizations, the constrained set of experimental results to be explained, and our explanation of them. We conclude with a consideration of what all of this implies for a theory of cognitive development.Developmental Science 04/2008; 11(2):195-203. DOI:10.1111/j.1467-7687.2007.00665.x · 3.89 Impact Factor
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ABSTRACT: This qualitative study explored mothers' perceptions of their children's communication disabilities, emergent literacy development, and speech-language therapy programs. Participants were 14 Mexican immigrant mothers and their children (age 17-47 months) who were receiving center-based services from an early childhood intervention program, located in a large urban city in the Midwestern United States. Mother interviews composed the primary source of data. A secondary source of data included children's therapy files and log notes. Following the analysis of interviews through the constant comparative method, grounded theory was generated. The majority of mothers perceived their children as exhibiting a communication delay. Causal attributions were diverse and generally medical in nature (i.e., ear infections, seizures) or due to familial factors (i.e., family history and heredity, lack of extended family). Overall, mothers seemed more focused on their children's speech intelligibility and/or expressive language in comparison to emergent literacy abilities. To promote culturally responsive intervention, mothers recommended that professionals speak Spanish, provide information about the therapy process, and use existing techniques with Mexican immigrant families.American Journal of Speech-Language Pathology 09/2007; 16(3):271-82. DOI:10.1044/1058-0360(2007/031) · 1.64 Impact Factor