Journal of speech, language, and hearing research : JSLHR · 2026
Family Media Exposure and Caregiver-Reported Child Language Profiles.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Boroujerdi Sara Kalhori, Dubasik Virginia L
Аннотация
PURPOSE: This study described media exposure patterns of adults and children aged 0-5 years and examined associations among quantity, types, and context of media exposure and caregiver descriptions of child language.
METHOD: Participants were 170 caregivers, primarily mothers with graduate degrees and high socioeconomic status, representing 244 children. Caregivers completed a 30-item survey addressing household characteristics, adult and child media exposure, media content and context, and children's language.
RESULTS: Media exposure increased with age, from 0.33 hr/day for the youngest children to 2.86 hr/day for the oldest. Television was the primary access medium, and exposure to educational, noneducational, and content creator media was similar. Background television was common, whereas coviewing occurred occasionally. Mixed-effects models indicated that child age, child gender, and caregiver education were significant predictors of caregiver-reported language characteristics, whereas background television exposure was a significant negative predictor. Household income, caregiver media exposure time, and children's direct media-viewing time were not significant predictors of caregiver-reported language characteristics after controlling demographic and contextual factors. Coviewing showed a trend toward significance, with children in households reporting occasional coviewing demonstrating higher language scores than those in the reference category.
CONCLUSIONS: Findings suggest that relations between media use and early language development are multifaceted and strongly context dependent. Furthermore, contextual aspects of media exposure, particularly background television, may be more strongly associated with caregiver-reported language characteristics than the amount of media-viewing time. By differentiating when, what, and how media is used, these results lay the groundwork for identifying interactional mechanisms that support language development.
METHOD: Participants were 170 caregivers, primarily mothers with graduate degrees and high socioeconomic status, representing 244 children. Caregivers completed a 30-item survey addressing household characteristics, adult and child media exposure, media content and context, and children's language.
RESULTS: Media exposure increased with age, from 0.33 hr/day for the youngest children to 2.86 hr/day for the oldest. Television was the primary access medium, and exposure to educational, noneducational, and content creator media was similar. Background television was common, whereas coviewing occurred occasionally. Mixed-effects models indicated that child age, child gender, and caregiver education were significant predictors of caregiver-reported language characteristics, whereas background television exposure was a significant negative predictor. Household income, caregiver media exposure time, and children's direct media-viewing time were not significant predictors of caregiver-reported language characteristics after controlling demographic and contextual factors. Coviewing showed a trend toward significance, with children in households reporting occasional coviewing demonstrating higher language scores than those in the reference category.
CONCLUSIONS: Findings suggest that relations between media use and early language development are multifaceted and strongly context dependent. Furthermore, contextual aspects of media exposure, particularly background television, may be more strongly associated with caregiver-reported language characteristics than the amount of media-viewing time. By differentiating when, what, and how media is used, these results lay the groundwork for identifying interactional mechanisms that support language development.