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Developmental differences > Social disadvantage > Flashcards

Social disadvantage Flashcards

1
Q

What early language interventions may be implemented in low socio-economic contexts?

A
  • talking time
  • talk boost
    -nuffield early language intervention
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2
Q

What mother child interaction features are suggested to be related to social disadvantage?

A
  • quantity of CDS from caregiver
  • mother’s sensitivity
  • measurable quality of mother child interactions
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3
Q

What measures may be used to assess socioeconomic status?

A
  • post code data
  • means tested income measures
    -mothers who completed last year of school
  • family literacy measures
  • estimation of number of books in the home
  • poverty line
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4
Q

What are the UK poverty statistics?

A
  • 1 in 5
  • 29% of children (4.2 mill)
    -estimated 14.4 million
  • 24% for families with a disabled member
  • highest where head of household is pakastani or Bangladeshi
  • lowest for white ethnic groups
    -1/5 poor households, and 1/4 on universal credits are in food poverty
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5
Q

What is financial capital?

A
  • income
    -disposable income
  • wealth
    -security
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6
Q

What is cultural capital?

A
  • ‘entwined with wider privilege’
  • debated
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7
Q

What is bonding social capital?

A
  • derived from relationships between similar persons
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8
Q

What is bridging social capital?

A

derived from dissimilar persons in the same level of hierarchy

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9
Q

What is linking social capital?

A

relationships between persons across levels of hierarchy and power

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10
Q

What is habitus?

A
  • the way that people perceive and respond to the social world they inhabit
  • how we pass on our advantages and disadvantages
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11
Q

Which pupils are defined as disadvantaged?

A
  • if eligible for free school meals at any point
  • if recorded as being looked after for at least one day
  • if they are recorded as being adopted from care
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12
Q

What does the research suggest about the relationship between SES and education?

A
  • 1/4 of pupils at end of key stage 4 are ‘disadvantaged’
  • 45% of student acheive grade c or higher in english and maths - 27% of those are disadvantaged
  • of boys elligible for free school meals - those from mixed white/black-carribean, and gypsy/roma families had lowest grades
    -of girls, those from white british backgrouds also ranked lowesd inenglish and maths alsongside main ethnic groups
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13
Q

What is the relationship between SES and language development?

A
  • consisdered to be associated with language delay
  • language delay has imp impact on school readiness
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14
Q

What is positionality?

A
  • social and political context that creates your identity in terms of race, class, gender, sexuality, and ability status
  • how your identity influences and potentially biases your understanding and outlook of the world
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15
Q

What did Fernald, Marchman, and Weisleder (2013) find?

A

at 24mo, there was a 6mo gap between SES groups in processing skills critical to language development

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16
Q

What did Levine et al (2018) find

A

effect of SES is significant for vocab, syntax, and language processing skills

17
Q

Maternal language input has consequences for…

A
  • childs vocab, syntax and language processing skills
  • cognitive skills like excecutive function
  • maths skills
  • social skills
18
Q

What did Zubrick et al., (2007) find?

A

-risk for late language development at 24mo not associated with parental education, socioeconomic resources, parental mental health,parenting practices, or family functioning
- sig predictors: familial history of LLE, male, early neurobiological growth

19
Q

What did the Victoria Language Study find?

A

risk factors at 2yo accounted for small amount of variance in language outcomes

20
Q

What are the proposed explanations for differences in language competence within social disadvantage?

A
  • maternal education
  • quantity of CDS from primary caregiver
  • mother’s sensitivity
  • measurable quality of mother-child interactions
21
Q

How is language socialisation different across cultures?

A
  • CDS and reciprocal interactions are anomalous across the world’s cultures
  • children in cultures with little direct interactions with infants still reach milestones at similar rates
    -matenal language input varies greatly in quality and quantity across cultures
  • there is a question over whether these children learn language through different processes
22
Q

What do intervention studies often focus on?

A
  • changing language environment despite lack of evidence for what is an appropriate environments
  • there are arguments that these interventions may do more harm than good
23
Q

What was Hart and Risely’s study (1995)?

A
  • longitudinal study of expressive language of 42 mother child pairs from varying socioeconimic backgrounds US
  • observed every month for 2 1/2 yrs
  • 1 hr in home
  • session transcribed and analysed
24
Q

What were the findings of Hart and Risely (1995)?

A
  • children from low SES families use smaller number and range of words than high SES
  • high SES families heard 2100 words per hour vs 600 low SES
25
Q

What were the limitations of Hart and Risely’s study (1995)?

A
  • major recruitment bias
  • non-words and over heard speech not counted
  • noted that all children seemed fully competent in play and could explain and elaborate
26
Q

Describe Sperry, Sperry, and Miller’s study (2019)

A
  • replicated Hart and Risely’ study
  • ethnographically informed (get to know families to reduce observation bias)
    -concluded no word gap when including multiple caregivers and overheard talk
27
Q

What are the issues with studying language variation?

A
  • socioliguistics have a very different view of language development in relation to SES
  • lack of cross disciplinary collaboration
  • social and cultural aspects are over simplified
  • speakers are rarely engaged in research process

Developmental differences (8 decks)

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