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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/194679
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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 Técnicas2025-09-29T09:49:25Zoai: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:34982025-09-29 09:49:25.663CONICET 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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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 |
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http://hdl.handle.net/11336/194679 |
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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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