ABSTRACT

Specific features of adult linguistic input may play a larger, or smaller role, at different child ages, across different language outcomes, in different cohorts. This prospective, longitudinal study explored associations between the quantity and quality (i.e. diversity and responsiveness) of maternal linguistic input and child language. This study was derived from an Australian population-based intervention trial. Participants were mother–child dyads at risk of experiencing social adversity (n = 136). Home visits were conducted at 24 and 36 months. At the 24-month visit, mother–child free-play videos were collected. Seven aspects of maternal linguistic input were measured from videos: imitations, expansions, wh-questions, labels, word types, word tokens and mean length of utterance (MLU). Child language was assessed using a standardized measure at 36 months. Maternal MLU and imitations were associated with overall language and expressive vocabulary scores; wh-questions were associated with receptive language scores. By exploring quantity and quality, we can appreciate the differential contribution of adult linguistic input to early language abilities in different groups of children. Our findings highlight how imitations of early words/sounds and asking children wh-questions may foster expressive and receptive language development. These findings may be helpful to consider when selecting strategies for use in parent-implemented language promotion activities.

摘要

成人语言输入的特定特征可能在不同的儿童年龄、不同的语言结果、不同的队列中发挥更大或更小的作用。这项前瞻性、纵向研究探讨了母语输入和儿童语言的数量和质量（即多样性和反应性）之间的关联。本研究源自澳大利亚的一项基于人群的干预试验。参与者是有经历社会逆境风险的母子二人（n= 136）。在 24 个月和 36 个月时进行家访。在 24 个月的访问中，收集了母子自由玩耍的视频。从视频中测量了母语语言输入的七个方面：模仿、扩展、wh 问题、标签、单词类型、单词标记和平均话语长度 (MLU)。在 36 个月时使用标准化措施评估儿童语言。母体 MLU 和模仿与整体语言和表达词汇得分相关；wh 问题与接受性语言分数相关。通过探索数量和质量，我们可以理解成人语言输入对不同儿童群体早期语言能力的不同贡献。我们的研究结果强调了模仿早期的单词/声音和询问孩子的问题如何促进表达和接受的语言发展。在选择用于父母实施的语言促进活动的策略时，这些发现可能有助于考虑。