Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked.

We tested four- and six-year-old children (n = 92) with a communication task, a questionnaire assessed parents’ SES and socio-cognitive engagement.

Socio-cognitive engagement predicted children's communication abilities while the parental educational background and income did not. This emphasizes the notion that communication is a highly socio-cognitive task, one which children perform the better the more frequently they engage in socio-cognitive interactions.

父母的社会经济地位（SES）强烈影响儿童的语言能力，但对其对语用能力的影响知之甚少（例如，从相关含义推断意图）。此外，由于关注 SES，社会认知参与（例如，联合亲子互动）的作用被忽视了。

我们测试了 4 岁和 6 岁儿童 ( n = 92) 的交流任务，问卷调查评估了父母的 SES 和社会认知参与。

社会认知参与可以预测儿童的沟通能力，而父母的教育背景和收入则不能。这强调了沟通是一项高度社会认知任务的概念，孩子们越频繁地参与社会认知互动，其表现就越好。