Maternal Teaching Strategies in Chicano and Anglo-American Families: The Influence of Culture and Education on Maternal Behavior

Laosa, Luis M.

doi:10.2307/1129462

Cited by 199 publications

(77 citation statements)

References 3 publications

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“…There is an extensive literature on the relationship between social class and cognitive and linguistic variables, and only broad conclusions from this literature can be presented in this article. Social class and cultural differences in use of language in the home have been documented (e.g., Farran, 1982;Heath, 1982Heath, , 1983Hess, & Shipman, 1965;Snow et al, 1976;Tough, 1982), as have differences in maternal teaching strategies (e.g., Laosa, 1978Laosa, , 1980. The current view is that such differences may reflect adaptive responses to diffenng demands for adult competence in the particular social group (Ogbu, 1981).…”

Section: Social Class Factors In Linguistic Performancementioning

confidence: 88%

Developmental versus language-based factors in metaphor interpretation.

Johnson¹

1991

Journal of Educational Psychology

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This study examines the respective roles of language proficiency and more general developmental factors (e.g., mental capacity, knowledge) in children's metaphor interpretation. Subjects were Spanish-English-speaking and monolingual-English children from 7 to 12 years of age. The samples were English-speaking middle-class (n ffi 31) and working-class children (n = 34) and Spanish-English-speaking children who were either long-term residents (n = 39) or recent immigrants to Canada (n = 21). These samples were equal in measured mental capacity but differed on measures of language proficiency in English. With a previously validated procedure, subjects' metaphor interpretations were scored for cognitive complexity. Metaphor score increased with age, and the developmental curves were parallel across the four samples. For metaphor score, effects due to language or socioeconomic status were of small magnitude in relation to those due to age.There is a rich body of data describing developmental changes in ability to comprehend metaphors (for reviews see

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Section: Social Class Factors In Linguistic Performancementioning

confidence: 88%

Developmental versus language-based factors in metaphor interpretation.

Johnson¹

1991

Journal of Educational Psychology

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“…Laosa, 1980;Eisenberg, 2002). These studies have primarily focused on cultural differences in the nature of interactions, as mothers engage with their young children in activities such as making a cake, tying shoelaces or reading a book.…”

Section: The Impact Of Environmental Factors On Children's Lexical Dementioning

confidence: 99%

Spoken word recognition by Latino children learning Spanish as their first language

2007

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Research on the development of efficiency in spoken language understanding has focused largely on middle-class children learning English. Here we extend this research to Spanish-learning children (n=49; M=2;0; range=1;3-3;1) living in the USA in Latino families from primarily low socioeconomic backgrounds. Children looked at pictures of familiar objects while listening to speech naming one of the objects. Analyses of eye movements revealed developmental increases in the efficiency of speech processing. Older children and children with larger vocabularies were more efficient at processing spoken language as it unfolds in real time, as previously documented with English learners. Children whose mothers had less education tended to be slower and less accurate than children of comparable age and vocabulary size whose mothers had more schooling, consistent with previous findings of slower rates of language learning in children from disadvantaged backgrounds. These results add to the cross-linguistic literature on the development of spoken word recognition and to the study of the impact of socioeconomic status (SES) factors on early language development.Determining what young language learners understand in the speech they hear can be challenging, because the processes involved in comprehension are only partially and inconsistently revealed in children's behavior in everyday situations. Until recently, studies of early language understanding have had to rely on measures such as the child's ability to pick out a named object or perform a requested action, or a parent's report of words assumed to be understood by the child. These are referred to as OFFLINE measures because they are based on children's responses to a spoken word or sentence after it is complete, rather than as it is heard and processed. While such offline procedures enable researchers to assess whether or not a child responds systematically in a way that indicates understanding, they reveal less about the child's developing skill in identifying and interpreting familiar words in continuous speech. Here we use real-time or ONLINE measures to investigate the early development of speech processing efficiency by children learning Spanish as their first language.

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“…The degree to which parents controlled interaction during the writing task was measured using categories developed from pilot observations and theoretical ideas of Burns et al (1990), Hess & Shipman (1965), Laosa (1980), Tizard et al (1982), and Wood (1980). Parent control categories included:…”

Section: Parent Control Categoriesmentioning

confidence: 99%

“…Instead, research of parent-child interactions has been largely limited to those that occur in the context of more general cognitive tasks. The level of cognitive demand parents require of children while performing tasks (Burns, Johnson, Ogan, & Vye, 1990;Hess & Shipman, 1965;Laosa, 1980;Tizard, Hughes, Pinkerton, & Carmichael, 1982), parent's tendencies to transcend the immediate learning environment and relate specific tasks to broader contexts (Heath, 1982;Sigel, 1990), and parents' use of scaffolding, or level of directiveness relative to their children's understanding of the specific task (Wood, 1980), have all been identified as important aspects of parent-child interaction.…”

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confidence: 99%

Parent-Child Interaction in a Letter-Writing Context

Burns

Casbergue

1992

Journal of Reading Behavior

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This study investigated the interactions between 26 parents and their 3-to 5-year-old children as they collaborated to write a letter to someone during a 10-minute videotaped session. Observations of these sessions were coded using categories designed to indicate: (a) the manner of the exchange of information, (b) the types of information that parents and children exchanged during the writing, and (c) the nature of the children's written input into the resulting letter product. Regression analyses were used to examine how the parents' level of control was associated with: (a) the nature of the children's communicative input into the literacy exchange, (b) the type of information about writing upon which the interchange was focused, and (c) the nature of each child's written input into their letter product. Parents exhibiting higher levels of control tended to have children who exhibited higher levels of response and recognition that they heard the parents, had exchanges that focused on spelling, and had written products that were conventional in nature. Parents demonstrating lower levels of control tended to have children who exhibited higher levels of initiations and verbal input, had exchanges focused on the content of the letter, and had written products that were emergent in nature. These results are discussed in terms of the parents' perception of the experimental task and the amount of instructional support needed to complete the task.

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Maternal Teaching Strategies in Chicano and Anglo-American Families: The Influence of Culture and Education on Maternal Behavior

Cited by 199 publications

References 3 publications

Developmental versus language-based factors in metaphor interpretation.

Developmental versus language-based factors in metaphor interpretation.

Spoken word recognition by Latino children learning Spanish as their first language

Parent-Child Interaction in a Letter-Writing Context

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