poor but educated family. change on wh words
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There are clear associations between the overall quantity of input children are exposed to and their vocabulary acquisition. However, by uncovering specific features of the input that matter, we can better understand the mechanisms involved in vocabulary learning. We examine whether exposure to wh‐questions, a challenging quality of the communicative input, is associated with toddlers' vocabulary and later verbal reasoning skills in a sample of low‐income, African‐American fathers and their 24‐month‐old children (n = 41). Dyads were videotaped in free play sessions at home. Videotapes were transcribed and reliably coded for sheer quantity of fathers' input (number of utterances) as well as the number of wh‐questions fathers produce. Children's productive vocabulary was measured at 24 months using the McArthur Bates Communicative Development Inventory MCDI (completed by the mothers), and children's verbal reasoning skills were measured 1 year later using the Bayley Scales of Infant Development.
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who are poor but educated family