Socio-Cognitive Engagement (but Not Socioeconomic Status) Predicts Preschool Children's Language and Pragmatic Abilities

Autor/inn/en	Schulze, Cornelia; Saalbach, Henrik
Titel	Socio-Cognitive Engagement (but Not Socioeconomic Status) Predicts Preschool Children's Language and Pragmatic Abilities
Quelle	In: Journal of Child Language, 49 (2022) 4, S. 839-849 PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Schulze, Cornelia) ORCID (Saalbach, Henrik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000921000295
Schlagwörter	Forschungsbericht; Learner Engagement; Cognitive Processes; Social Behavior; Predictor Variables; Preschool Children; Socioeconomic Status; Parent Background; Communication Skills; Ability + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Social behaviour; Soziales Verhalten; Prädiktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Elternhaus; Kommunikationsstil; Fähigkeit; Fertigkeit
Abstract	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. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01