Meaningful differences in the everyday experience of young American children

By S. Suter. 2005

Subfields: Cognitive Science & Psychology

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Citations in the corpus

How Can We Accelerate Progress Towards Human-like Linguistic Generalization? (2020, background): “…in lower socioeconomic status families in Western societies receive signiﬁcantly less linguistic input than that (around 3 million words per year, Hart and Risley 1995); even more strikingly, members of the Tsimane community in Bolivia spend about 15 times less time per hour speaking to their…”
Cognitive Science in the era of Artificial Intelligence: A roadmap for reverse-engineering the infant language-learner (2016, neutral): “Third, the human language capacity can be viewed as a finite computational system with the ability to generate a (virtual) infinity of utterances.”
What Counts as Literacy in Early Childhood (2008, background): “Children with large oral language vocabularies are very unlikely to have problems learning to read—a finding that renders the huge social class differences in vocabulary size among preschool-aged children (Hart & Risley, 1995) particularly important.”
How Poverty Affects Classroom Engagement. (2013, background): “In upper-income families, they hear a staggering 46 million words by age 4—three times as many as their lower-income counterparts (Hart & Risley, 1995).”
The Social Brain, Language, and Goal-Directed Collective Thinking: A Social Conception of Cognition and Its Implications for Understanding How We Think, Teach, and Learn (2013, background): “Empirically, it has been known for some time that the quality of children’s language experience in the early years is a good predictor of their subsequent educational achievement (Hart & Risley, 1995; Wells, 1986, 2009).”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “Children enter school with significant differences in vocabulary knowledge (Hart & Risley, 1995) and these differences grow larger in the early grades (Biemiller & Slonim, 2001).”
SES differences in language processing skill and vocabulary are evident at 18 months (2012, unknown): “…learning had declined substantially by the 1980s, a few researchers began to explore in greater depth the potential contributions of early parent–child interaction to differences in language development (e.g. Hart & Risley, 1995; HoffGinsberg, 1998; Huttenlocher, Haight, Bryk, & Seltzer, 1991).”
Socioeconomic gradients predict individual differences in neurocognitive abilities. (2007, background): “Alternatively, different systems may be differentially reliant on the types of enculturation processes that differ across SES; variation in language exposure relating to cognitive development may be particularly tied to differences in SES (Whitehurst, 1997; Hart & Risley, 1995).”
Effects of a Supplemental Vocabulary Program on Word Knowledge and Passage Comprehension (2012, background): “Difference in language exposure between children in welfare families and the children in professional families is thought to be a major contributor to differences in young children’s vocabulary repertoires, measured in thousands of words (Hart & Risley, 1995).”
Beyond the “30 Million Word Gap:” Children’s Conversational Exposure is Associated with Language-Related Brain Function (2018, methodology): “SES represents the social and economic resources of an individual or group, and children from lower-SES backgrounds hear fewer and less complex utterances, on average, than their more advantaged peers (Hart & Risley, 1995; Rowe, 2008).”
Investigating the role of language in children's early educational outcomes (2011, background): “The child’s mother or primary carer, is a crucial component of a child’s communication environment and as outlined above, the mother has been the focus of much research investigating how she interacts with her child in order to facilitate language development (Hart & Risley, 1995).”
TIMSS and PIRLS 2011: Relationships among Reading, Mathematics, and Science Achievement at the Fourth Grade--Implications for Early Learning. (2013, background): “Hart and Risley (1995) studied vocabulary development of one- to three-year-olds EFFECTS OF HOME BACKGROUND ON STUDENT ACHIEVEMENT IN READING, MATHEMATICS, AND SCIENCE AT THE FOURTH GRADE CHAPTER 4 187 as related to parental communication patterns.”
Mapping the Early Language Environment Using All-Day Recordings and Automated Analysis. (2017, methodology): “Hart and Risley (1992, 1995) reported that infants and toddlers living in poverty experience significantly fewer adult words addressed to them than their higher socioeconomic status (SES) peers, projecting a 30-million-word deficit for low-income children by age four.”