ABSTRACT

Evidence shows individual variation in lexical acquisition as a function of socioeconomic status and linguistic input. Research has primarily involved English-speaking populations and considered only mothers’ child-directed speech. This study analyzes the effects of socioeconomic status on quantitative and qualitative properties of linguistic input – child-directed and overheard – to Argentinean children, an understudied population. The data consists of 54 hours of audio recording during home observations of 27 Spanish-learning infants (8–18 months old) from low- and middle-socioeconomic households. Results show the different impact of socioeconomic status on quantitative and qualitative input properties according to the definition of input (child-directed and overheard input from all participants, child-directed from the primary caregiver) adopted in this study.

摘要

证据表明，词汇习得的个体差异是社会经济地位和语言输入的函数。研究主要涉及说英语的人群，并且只考虑了母亲针对孩子的讲话。本研究分析了社会经济地位对阿根廷儿童这一未被充分研究的人群的语言输入（面向儿童和无意中听到）的数量和质量特性的影响。该数据包括来自中低社会经济家庭的 27 名学习西班牙语的婴儿（8-18 个月大）在家观察期间的 54 小时录音。结果显示，根据输入的定义（面向儿童和从所有参与者无意中听到的输入，