Preschoolers’ Preference for Syntactic Complexity Varies by Socioeconomic Status

Kathleen H. Corriveau, Katelyn Kurkul, Sudha Arunachalam

Research output: Contribution to journalArticle

Abstract

Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel words from the two informants, children were more likely to endorse information from the passive informant. Experiment 2 (N = 32) explored whether preference for the passive informant varied by socioeconomic status (SES; eligibility for free/reduced lunch). Although higher SES children selectively preferred the passive informant, lower SES children preferred the active informant. Explanations are discussed for why SES might moderate children's sensitivity to syntactic complexity when choosing from whom to learn.

Original languageEnglish (US)
Pages (from-to)1529-1537
Number of pages9
JournalChild Development
Volume87
Issue number5
DOIs
StatePublished - Sep 1 2016

Fingerprint

Social Class
social status
syntax
experiment
Lunch
Learning
learning

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

Cite this

Preschoolers’ Preference for Syntactic Complexity Varies by Socioeconomic Status. / Corriveau, Kathleen H.; Kurkul, Katelyn; Arunachalam, Sudha.

In: Child Development, Vol. 87, No. 5, 01.09.2016, p. 1529-1537.

Research output: Contribution to journalArticle

Corriveau, Kathleen H. ; Kurkul, Katelyn ; Arunachalam, Sudha. / Preschoolers’ Preference for Syntactic Complexity Varies by Socioeconomic Status. In: Child Development. 2016 ; Vol. 87, No. 5. pp. 1529-1537.
@article{28cc4c0c7b524ce3a577507dfa534523,
title = "Preschoolers’ Preference for Syntactic Complexity Varies by Socioeconomic Status",
abstract = "Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel words from the two informants, children were more likely to endorse information from the passive informant. Experiment 2 (N = 32) explored whether preference for the passive informant varied by socioeconomic status (SES; eligibility for free/reduced lunch). Although higher SES children selectively preferred the passive informant, lower SES children preferred the active informant. Explanations are discussed for why SES might moderate children's sensitivity to syntactic complexity when choosing from whom to learn.",
author = "Corriveau, {Kathleen H.} and Katelyn Kurkul and Sudha Arunachalam",
year = "2016",
month = "9",
day = "1",
doi = "10.1111/cdev.12553",
language = "English (US)",
volume = "87",
pages = "1529--1537",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "5",

}

TY - JOUR

T1 - Preschoolers’ Preference for Syntactic Complexity Varies by Socioeconomic Status

AU - Corriveau, Kathleen H.

AU - Kurkul, Katelyn

AU - Arunachalam, Sudha

PY - 2016/9/1

Y1 - 2016/9/1

N2 - Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel words from the two informants, children were more likely to endorse information from the passive informant. Experiment 2 (N = 32) explored whether preference for the passive informant varied by socioeconomic status (SES; eligibility for free/reduced lunch). Although higher SES children selectively preferred the passive informant, lower SES children preferred the active informant. Explanations are discussed for why SES might moderate children's sensitivity to syntactic complexity when choosing from whom to learn.

AB - Two experiments investigated whether 4- and 5-year-old children choose to learn from informants who use more complex syntax (passive voice) over informants using more simple syntax (active voice). In Experiment 1 (N = 30), children viewed one informant who consistently used the passive voice and another who used active voice. When learning novel words from the two informants, children were more likely to endorse information from the passive informant. Experiment 2 (N = 32) explored whether preference for the passive informant varied by socioeconomic status (SES; eligibility for free/reduced lunch). Although higher SES children selectively preferred the passive informant, lower SES children preferred the active informant. Explanations are discussed for why SES might moderate children's sensitivity to syntactic complexity when choosing from whom to learn.

UR - http://www.scopus.com/inward/record.url?scp=85027927458&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85027927458&partnerID=8YFLogxK

U2 - 10.1111/cdev.12553

DO - 10.1111/cdev.12553

M3 - Article

VL - 87

SP - 1529

EP - 1537

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 5

ER -