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首页> 美国卫生研究院文献>Frontiers in Psychology >Storybooks arent just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing
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Storybooks arent just for fun: narrative and non-narrative picture books foster equal amounts of generic language during mother-toddler book sharing

机译：故事书不只是为了娱乐：叙事和非叙事图画书在母婴共享过程中促进了同等数量的通用语言

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Parents and children encounter a variety of animals and objects in the early picture books they share, but little is known about how the context in which these entities are presented influences talk about them. The present study investigated how the presence or absence of a visual narrative context influences mothers' tendency to refer to animals as individual characters or as members of a kind when sharing picture books with their toddlers (mean age 21.3 months). Mother-child dyads shared both a narrative and a non-narrative book, each featuring six animals and matched in terms of length and quantity of text. Mothers made more specific (individual-referring) statements about animals in the narrative books, whereas they provided more labels for animals in the non-narrative books. But, of most interest, the frequency and proportion of mothers' use of generic (kind-referring) utterances did not differ across the two different types of books. Further coding of the content of the utterances revealed that mothers provided more story-specific descriptions of states and actions of the animals when sharing narrative books and more physical descriptions of animals when sharing non-narrative books. However, the two books did not differ in terms of their elicitation of natural facts about the animals. Overall, although the two types of books encouraged different types of talk from mothers, they stimulated generic language and talk about natural facts to an equal degree. Implications for learning from picture storybooks and book genre selection in classrooms and home reading are discussed.
机译：父母和孩子在他们分享的早期图画书中遇到了各种各样的动物和物体，但是人们对这些实体的呈现背景如何影响谈论它们却知之甚少。本研究调查了视觉叙事语境的存在与否如何影响母亲与幼儿共享图画书（平均年龄21.3个月）时，将动物视为个体角色或同类成员的倾向。母子二联体既有叙事本也有非叙事本，每本都有六种动物，并且在文字的长度和数量上相匹配。母亲在叙事书中对动物做了更具体的（个人指称）陈述，而在非叙事书中母亲为动物提供了更多标签。但是，最令人感兴趣的是，在两种不同类型的书中，母亲使用普通（指亲）话语的频率和比例没有差异。话语内容的进一步编码显示，母亲在分享叙事书时提供了更多关于动物的状态和动作的特定故事描述，而在分享非叙事书时提供了对动物的更多物理描述。但是，这两本书在对动物的自然事实的启发方面并没有不同。总体而言，尽管这两种类型的书鼓励母亲进行不同类型的谈话，但它们激发了通用语言并在同等程度上谈论自然事实。讨论了在教室和家庭阅读中从图画故事书和书籍类型选择中学习的含义。

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