Mealtime conversations between parents and their 2-year-old children in five 
cultural contexts (advance online)

Bohn, Manuel; Vieira, Wilson Filipe da Silva; Giner Torréns, Marta; Kärtner, Joscha; Itakura, Shoji; Cavalcante, Lilia; Haun, Daniel; Köster, Moritz; Kanngiesser, Patricia

doi:10.1037/dev0001688

アイテム詳細

登録内容を編集ファイル形式で保存

一時保存へ追加

このアイテムの新しいバージョンが利用可能です:
https://pure.mpg.de/pubman/item/item_3493510_3

詳細要約

公開

学術論文

Mealtime conversations between parents and their 2-year-old children in five cultural contexts (advance online)

MPS-Authors

/persons/resource/persons182848

Bohn, Manuel
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

/persons/resource/persons250293

Vieira, Wilson Filipe da Silva
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

/persons/resource/persons73

Haun, Daniel
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society;

External Resource

https://github.com/ccp-eva/mealtime
(付録資料)

Fulltext (restricted access)

There are currently no full texts shared for your IP range.

フルテキスト (公開)

公開されているフルテキストはありません

付随資料 (公開)

There is no public supplementary material available

引用

Bohn, M., Vieira, W. F. d. S., Giner Torréns, M., Kärtner, J., Itakura, S., Cavalcante, L., Haun, D., Köster, M., & Kanngiesser, P. (2024). Mealtime conversations between parents and their 2-year-old children in five cultural contexts (advance online). Developmental Psychology. doi:10.1037/dev0001688.

引用: https://hdl.handle.net/21.11116/0000-000C-A1E2-E

要旨

Children all over the world learn language, yet the contexts in which they do so vary substantially. This variation needs to be systematically quantified to build robust and generalizable theories of language acquisition. We compared communicative interactions between parents and their 2-year-old children (N = 99 families) during mealtime across five cultural settings (Brazil, Ecuador, Argentina, Germany, and Japan) and coded the amount of talk and gestures as well as their conversational embedding (interlocutors, function, and themes). We found a comparable pattern of communicative interactions across cultural settings, which were modified in ways that are consistent with local norms and values. These results suggest that children encounter similarly structured communicative environments across diverse cultural contexts and will inform theories of language learning.