Do, Say, Learn: The Functions of Mothers' Speech to Infants

Autor/inn/en	Kuchirko, Yana A.; Schatz, Jacob L.; Fletcher, Katelyn K.; Tamis-Lemonda, Catherine S.
Titel	Do, Say, Learn: The Functions of Mothers' Speech to Infants
Quelle	In: Journal of Child Language, 47 (2020) 1, S.64-84 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000919000308
Schlagwörter	Mothers; Infants; Interpersonal Communication; Speech Communication; Low Income Groups; Hispanic Americans; African Americans; Picture Books; Toys; Language Usage; Ethnicity; Immigrants; Gender Differences; Age Differences; Prompting; Social Influences; Cultural Influences; Spanish Speaking; Family Income; Marital Status + Suchen Sie Ihr Suchwort? Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Interpersonale Kommunikation; Hispanic; Hispanoamerikaner; Afroamerikaner; Picture book; Bilderbuch; Toy; Spielzeug; Sprachgebrauch; Ethnizität; Immigrant; Immigrantin; Immigranten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Benutzerführung; Sozialer Einfluss; Cultural influence; Kultureinfluss; Familieneinkommen; Familienstand
Abstract	We examined the functions of mothers' speech to infants during two tasks -- book-sharing and bead-stringing -- in low-income, ethnically diverse families. Mexican, Dominican, and African American mothers and their infants were video-recorded sharing wordless books and toy beads in the home when infants were aged 1;2 and 2;0. Mothers' utterances were classified into seven categories (labels/descriptions, emotion/state language, attention directives, action directives, prohibitions, questions, and vocal elicitations) which were grouped into three broad language functions: referential language, regulatory language, and vocalization prompts. Mothers' ethnicity, years of education, years living in the United States, and infant sex and age related to mothers' language functions. Dominican and Mexican mothers were more likely to use regulatory language than were African American mothers, and African American mothers were more likely to use vocalization prompts than were Latina mothers. Vocalization prompts and referential language increased with mothers' education and Latina mothers' years living in the United States. Finally, mothers of boys used more regulatory language than did mothers of girls. Socio-cultural and developmental contexts shape the pragmatics of mothers' language to infants. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01