Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?

Autores
Rosemberg, Celia Renata; Alam, Florencia; Stein, Alejandra; Ibañez, María Ileana
Año de publicación
2019
Idioma
inglés
Tipo de recurso
documento de conferencia
Estado
versión publicada
Descripción
The impact of socio-economic status -SES- on children's vocabulary has been amply documented (Pace, Luo, Hirsh-Pasek & Golinkoff, 2016). However, few studies have analyzed vocabulary comprehension: several, using standardized tests (Rowe, 2012) or assessing online processing of familial nouns (Fernald & Weisleder, 2013). Another fruitful strand of research, the Computerized Comprehension Test -CCT- (Friend & Keplinger, 2003) measures children’s comprehension of nouns, verbs and adjectives of different level of difficulty implementing a forced-choice task on a touch screen. The aforementioned studies have targeted relatively educated and rich populations -incomplete high school versus college graduates- in the US (Friend et.al., 2012) and Western Europe (Fibla, Scaff, & Cristia, in preparation). Findings regarding these educational ranges for Mexican Spanish-speaking population indicate a weaker impact of SES (De Anda et al., 2016). Friend & Keplinger (2003) found differences in the comprehension of various lexical categories: children comprehend nouns better than verbs and the latter better than adjectives. Given that SES implies variations in children’s linguistic environment and consequently in the lexical forms they access (Hoff, 2013), we ask about SES-differences in the comprehension of nouns, verbs and adjectives in an Argentinian Spanish-speaking population in which economic and educational disparities are more pronounced. We designed a task inspired by the CCT, thus containing 41 pairs of words -nouns, verbs, adjectives- with different levels of difficulty. In an effort to create a culturally nonbiased test, the lexical items were chosen matching frequency of occurrence across low and middle SES groups in an Argentinian corpus (480 hours). Findings in a sample of 112 low and middle SES toddlers (2:6-3) showed SES differences in the accuracy of children’s comprehension of nouns and adjectives, but not verbs (see Figure); this might be linked to differences in the vocabulary composition of child directed speech between SES groups in this population.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Ibañez, María Ileana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
4th Lancaster Conference on Infant and Early Child Development
Lancaster
Reino Unido
Lancaster University
Materia
Comprehension of lexical
Children
Nouns
Verbs
Adjectives
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/194679
Acceder
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spelling Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?Rosemberg, Celia RenataAlam, FlorenciaStein, AlejandraIbañez, María IleanaComprehension of lexicalChildrenNounsVerbsAdjectiveshttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5The impact of socio-economic status -SES- on children's vocabulary has been amply documented (Pace, Luo, Hirsh-Pasek & Golinkoff, 2016). However, few studies have analyzed vocabulary comprehension: several, using standardized tests (Rowe, 2012) or assessing online processing of familial nouns (Fernald & Weisleder, 2013). Another fruitful strand of research, the Computerized Comprehension Test -CCT- (Friend & Keplinger, 2003) measures children’s comprehension of nouns, verbs and adjectives of different level of difficulty implementing a forced-choice task on a touch screen. The aforementioned studies have targeted relatively educated and rich populations -incomplete high school versus college graduates- in the US (Friend et.al., 2012) and Western Europe (Fibla, Scaff, & Cristia, in preparation). Findings regarding these educational ranges for Mexican Spanish-speaking population indicate a weaker impact of SES (De Anda et al., 2016). Friend & Keplinger (2003) found differences in the comprehension of various lexical categories: children comprehend nouns better than verbs and the latter better than adjectives. Given that SES implies variations in children’s linguistic environment and consequently in the lexical forms they access (Hoff, 2013), we ask about SES-differences in the comprehension of nouns, verbs and adjectives in an Argentinian Spanish-speaking population in which economic and educational disparities are more pronounced. We designed a task inspired by the CCT, thus containing 41 pairs of words -nouns, verbs, adjectives- with different levels of difficulty. In an effort to create a culturally nonbiased test, the lexical items were chosen matching frequency of occurrence across low and middle SES groups in an Argentinian corpus (480 hours). Findings in a sample of 112 low and middle SES toddlers (2:6-3) showed SES differences in the accuracy of children’s comprehension of nouns and adjectives, but not verbs (see Figure); this might be linked to differences in the vocabulary composition of child directed speech between SES groups in this population.Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Ibañez, María Ileana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina4th Lancaster Conference on Infant and Early Child DevelopmentLancasterReino UnidoLancaster UniversityLancaster University2019info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectConferenciaBookhttp://purl.org/coar/resource_type/c_5794info:ar-repo/semantics/documentoDeConferenciaapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/194679Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?; 4th Lancaster Conference on Infant and Early Child Development; Lancaster; Reino Unido; 2019; 90-91CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://wp.lancs.ac.uk/lcicd/past-events/Internacionalinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-15T14:43:28Zoai:ri.conicet.gov.ar:11336/194679instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-15 14:43:29.176CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
title Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
spellingShingle Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
Rosemberg, Celia Renata
Comprehension of lexical
Children
Nouns
Verbs
Adjectives
title_short Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
title_full Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
title_fullStr Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
title_full_unstemmed Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
title_sort Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?
dc.creator.none.fl_str_mv Rosemberg, Celia Renata
Alam, Florencia
Stein, Alejandra
Ibañez, María Ileana
author Rosemberg, Celia Renata
author_facet Rosemberg, Celia Renata
Alam, Florencia
Stein, Alejandra
Ibañez, María Ileana
author_role author
author2 Alam, Florencia
Stein, Alejandra
Ibañez, María Ileana
author2_role author
author
author
dc.subject.none.fl_str_mv Comprehension of lexical
Children
Nouns
Verbs
Adjectives
topic Comprehension of lexical
Children
Nouns
Verbs
Adjectives
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv The impact of socio-economic status -SES- on children's vocabulary has been amply documented (Pace, Luo, Hirsh-Pasek & Golinkoff, 2016). However, few studies have analyzed vocabulary comprehension: several, using standardized tests (Rowe, 2012) or assessing online processing of familial nouns (Fernald & Weisleder, 2013). Another fruitful strand of research, the Computerized Comprehension Test -CCT- (Friend & Keplinger, 2003) measures children’s comprehension of nouns, verbs and adjectives of different level of difficulty implementing a forced-choice task on a touch screen. The aforementioned studies have targeted relatively educated and rich populations -incomplete high school versus college graduates- in the US (Friend et.al., 2012) and Western Europe (Fibla, Scaff, & Cristia, in preparation). Findings regarding these educational ranges for Mexican Spanish-speaking population indicate a weaker impact of SES (De Anda et al., 2016). Friend & Keplinger (2003) found differences in the comprehension of various lexical categories: children comprehend nouns better than verbs and the latter better than adjectives. Given that SES implies variations in children’s linguistic environment and consequently in the lexical forms they access (Hoff, 2013), we ask about SES-differences in the comprehension of nouns, verbs and adjectives in an Argentinian Spanish-speaking population in which economic and educational disparities are more pronounced. We designed a task inspired by the CCT, thus containing 41 pairs of words -nouns, verbs, adjectives- with different levels of difficulty. In an effort to create a culturally nonbiased test, the lexical items were chosen matching frequency of occurrence across low and middle SES groups in an Argentinian corpus (480 hours). Findings in a sample of 112 low and middle SES toddlers (2:6-3) showed SES differences in the accuracy of children’s comprehension of nouns and adjectives, but not verbs (see Figure); this might be linked to differences in the vocabulary composition of child directed speech between SES groups in this population.
Fil: Rosemberg, Celia Renata. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Alam, Florencia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Stein, Alejandra. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
Fil: Ibañez, María Ileana. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; Argentina
4th Lancaster Conference on Infant and Early Child Development
Lancaster
Reino Unido
Lancaster University
description The impact of socio-economic status -SES- on children's vocabulary has been amply documented (Pace, Luo, Hirsh-Pasek & Golinkoff, 2016). However, few studies have analyzed vocabulary comprehension: several, using standardized tests (Rowe, 2012) or assessing online processing of familial nouns (Fernald & Weisleder, 2013). Another fruitful strand of research, the Computerized Comprehension Test -CCT- (Friend & Keplinger, 2003) measures children’s comprehension of nouns, verbs and adjectives of different level of difficulty implementing a forced-choice task on a touch screen. The aforementioned studies have targeted relatively educated and rich populations -incomplete high school versus college graduates- in the US (Friend et.al., 2012) and Western Europe (Fibla, Scaff, & Cristia, in preparation). Findings regarding these educational ranges for Mexican Spanish-speaking population indicate a weaker impact of SES (De Anda et al., 2016). Friend & Keplinger (2003) found differences in the comprehension of various lexical categories: children comprehend nouns better than verbs and the latter better than adjectives. Given that SES implies variations in children’s linguistic environment and consequently in the lexical forms they access (Hoff, 2013), we ask about SES-differences in the comprehension of nouns, verbs and adjectives in an Argentinian Spanish-speaking population in which economic and educational disparities are more pronounced. We designed a task inspired by the CCT, thus containing 41 pairs of words -nouns, verbs, adjectives- with different levels of difficulty. In an effort to create a culturally nonbiased test, the lexical items were chosen matching frequency of occurrence across low and middle SES groups in an Argentinian corpus (480 hours). Findings in a sample of 112 low and middle SES toddlers (2:6-3) showed SES differences in the accuracy of children’s comprehension of nouns and adjectives, but not verbs (see Figure); this might be linked to differences in the vocabulary composition of child directed speech between SES groups in this population.
publishDate 2019
dc.date.none.fl_str_mv 2019
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info:eu-repo/semantics/conferenceObject
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Book
http://purl.org/coar/resource_type/c_5794
info:ar-repo/semantics/documentoDeConferencia
status_str publishedVersion
format conferenceObject
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/194679
Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?; 4th Lancaster Conference on Infant and Early Child Development; Lancaster; Reino Unido; 2019; 90-91
CONICET Digital
CONICET
url http://hdl.handle.net/11336/194679
identifier_str_mv Do socio-economic disparities imply differences in toddlers' comprehension of lexical categories?; 4th Lancaster Conference on Infant and Early Child Development; Lancaster; Reino Unido; 2019; 90-91
CONICET Digital
CONICET
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dc.coverage.none.fl_str_mv Internacional
dc.publisher.none.fl_str_mv Lancaster University
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