Kirstin Kuchler, Marianne Elmquist, Scott R. McConnell, Lizbeth H. Finestack
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引用次数: 0
Abstract
It is important to assess learning in both familiar and unfamiliar conditions to determine the extent of learning generalisation. In this study, we evaluated parent language outcomes of LENA Start™, a parent-implemented intervention, using distal measures derived from a parent–child free play interaction.
Forty-four parents and their child (mean: 20.8 months) participated in LENA Start™ or early childhood education curriculum intervention, in either English (n = 34) or Spanish (n = 10). We completed between- and within-group analyses using language and communication behaviour measures derived from parent–child interactions elicited outside the home with researcher-supplied materials (i.e., distal measures).
Group comparisons revealed significant differences on a subset of behavioural measures. Spanish-speaking parents in the LENA Start™ group demonstrated significant gains on three measures. While LENA Start™ has been associated with parent gains on proximal language measures, the results of this study reveal limited generalisation of skills based on distal measures.
期刊介绍：
A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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