TY - JOUR
T1 - Patterns of Maternal Interactive Behaviors and Dual Vocabulary Development in Mexican American Children
AU - Winstone, Laura K.
AU - Benitez, Viridiana L.
AU - van Huisstede, Lauren
N1 - Funding Information:
Funded by the National Institute of Mental Health (R01 MH083173 and R01 HD083027). The funding source had no role in study design,collection, analysis, interpretation, or writing of the report; or in thedecision to submit the article for publication. We thank the mothers andinfants for their participation; Anne Mauricio, Kirsten Letham, MonicaGutierrez, and Jody Southworth-Brown for their assistance with datacollection and management; Dean Coonrod and the Maricopa IntegratedHealth Systems for their assistance with recruitment; and the interviewersfor their commitment and dedication to this project
Publisher Copyright:
© 2021. American Psychological Association
PY - 2021
Y1 - 2021
N2 - Children learn the words of their native language(s) from interactions with their caregivers. Although previous research has found that the language children hear during those interactions predicts vocabularyoutcomes, few studies have investigated how qualitative features of social interactions work togetherto affect children's vocabulary development, particularly for underresourced, languageminoritized children. This study examined patterns of maternal interactive behaviors during toddlerhoodin relation to children’s later Spanish and English vocabulary development among 318 low-income,Mexican American families. Five maternal behaviors (acknowledging, elaborating, gaze, vocal appropriateness,and overriding) were coded from video recordings at age 24 months. At 36 and 54 months,child expressive vocabulary was assessed in both English and Spanish. Latent class analysis identifiedfive distinct patterns of maternal interactive behaviors, which differentially supported or compromisedchild expressive language in English and Spanish.
AB - Children learn the words of their native language(s) from interactions with their caregivers. Although previous research has found that the language children hear during those interactions predicts vocabularyoutcomes, few studies have investigated how qualitative features of social interactions work togetherto affect children's vocabulary development, particularly for underresourced, languageminoritized children. This study examined patterns of maternal interactive behaviors during toddlerhoodin relation to children’s later Spanish and English vocabulary development among 318 low-income,Mexican American families. Five maternal behaviors (acknowledging, elaborating, gaze, vocal appropriateness,and overriding) were coded from video recordings at age 24 months. At 36 and 54 months,child expressive vocabulary was assessed in both English and Spanish. Latent class analysis identifiedfive distinct patterns of maternal interactive behaviors, which differentially supported or compromisedchild expressive language in English and Spanish.
KW - Dual language development
KW - Latent class analysis
KW - Mexican
KW - Mexican american
KW - Parent-child interaction
UR - http://www.scopus.com/inward/record.url?scp=85122904095&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85122904095&partnerID=8YFLogxK
U2 - 10.1037/dev0001024
DO - 10.1037/dev0001024
M3 - Article
C2 - 34914450
AN - SCOPUS:85122904095
SN - 0012-1649
VL - 57
SP - 1866
EP - 1879
JO - Developmental Psychology
JF - Developmental Psychology
IS - 11
ER -