Inter-Relations of Core Language, Pragmatic Language, and Social Competence in Preschoolers

Lau, Clarissa

dc.contributor.author	Lau, Clarissa	en
dc.date.accessioned	2018-04-03T11:45:07Z
dc.date.available	2018-04-03T11:45:07Z
dc.date.issued	2016-06-24	en
dc.identifier.issn	1731-7533	en
dc.identifier.uri	http://hdl.handle.net/11089/24373
dc.description.abstract	Language skills provide preschoolers with the foundational skills needed to socially interact, but little is known about the relationship between specific language skills and broad constructs of social competence. Sixteen preschoolers between 3-5 years with varying language abilities were recruited. Descriptive and correlational analyses were conducted to examine the relationships between language and social competence. The main finding of this study showed that early literacy skills and word knowledge and retrieval were significantly correlated with Social Independence and Social Interaction respectively. These findings support the notion that the content of preschoolers’ conversations rather than the accuracy of their speech or syntax is associated with success in social interaction and social independence.	en
dc.publisher	Wydawnictwo Uniwersytetu Łódzkiego	en
dc.relation.ispartofseries	Research in Language;13	en
dc.rights	This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.	en
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0	en
dc.subject	Word knowledge and retrieval	en
dc.subject	semantics	en
dc.subject	social competence	en
dc.subject	preschool children	en
dc.title	Inter-Relations of Core Language, Pragmatic Language, and Social Competence in Preschoolers	en
dc.page.number	404-425	en
dc.contributor.authorAffiliation	University of Toronto, Canada	en
dc.identifier.eissn	2083-4616
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dc.contributor.authorEmail	clarissa.lau@mail.utoronto.ca	en
dc.identifier.doi	10.1515/rela-2015-0033	en

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