Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities

被引：7

作者：

Schulze, Cornelia ^{[1
,2
]}

Saalbach, Henrik ^{[1
,2
]}

机构：

[1] Univ Leipzig, Fac Educ, Dept Educ Psychol, Marschnerstr 31, D-04109 Leipzig, Germany

[2] Leipzig Res Ctr Early Child Dev, Leipzig, Germany

来源：

JOURNAL OF CHILD LANGUAGE | 2022年 / 49卷 / 04期

关键词：

indirect communication; relevance inference; SES; parental education; pragmatic abilities; SCHOOL STUDENTS; LOW-SES; COMMUNICATION;

D O I：

10.1017/S0305000921000295

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：839 / 849

页数：11

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