Differences in early gesture explain SES disparities in child vocabulary size at school entry

Science

Volumn 323, Issue 5916, 2009, Pages 951-953

  Rowe, Meredith L ^a   Goldin Meadow, Susan ^a  

^a UNIVERSITY OF CHICAGO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; SOCIOECONOMIC STATUS; VOCALIZATION;

ARTICLE; CHILD; GESTURE; HUMAN; LANGUAGE ABILITY; LINGUISTICS; NONVERBAL COMMUNICATION; PRESCHOOL CHILD; PRIORITY JOURNAL; SOCIAL STATUS;

CHILD, PRESCHOOL; FEMALE; GESTURES; HUMANS; INFANT; MALE; PARENT-CHILD RELATIONS; SOCIAL CLASS; VIDEOTAPE RECORDING; VOCABULARY;

EID: 60149083667     PISSN: 00368075     EISSN: 10959203     Source Type: Journal    
DOI: 10.1126/science.1167025     Document Type: Article

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31. Supported by the National Institute of Child Health and Human Development: grants K99HD055522 to M.L.R. and P01HD40605 to S.G.-M. We thank J. Huttenlocher, S. Levine, W. Meadow, J. Rowe, and three anonymous reviewers for comments on earlier versions; the families for their participation; K. Brasky, L. Chang, E. Croft, K. Duboc, J. Griffin, S. Gripshover, K. Harden, L. King, C. Meanwell, E. Mellum, M. Nikolas, J. Oberholtzer, C. Rousch, L. Rissman, B. Seibel, M. Simone, K. Uttich, and J. Wallman for data collection/transcription; E. Sauer for gesture coding; and K. Schonwald and J. Voigt for administrative/technical assistance.