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AbstractInfants undergo fundamental shifts in perception that are reported to be critical for language acquisition. In particular, infants' perception of native and non‐native sounds begins to align with the properties of their native sound system. Thus far, empirical evidence for this transition – perceptual narrowing – has drawn from socio‐economically and linguistically narrow populations from limited world regions. In this study, infants were sampled across diverse socio‐economic strata and linguistic development in Singapore. One hundred and 16 infants were tested on their ability to discriminate both a native phonetic contrast (/ba/ versus /da/) and a non‐native Hindi contrast (/ta/ versus /ʈa). Infants ranged in age from 6 to 12 months. Associations between age and discrimination varied by contrast type. Results demonstrated that infants' native sensitivities were positively predicted by family SES, whereas non‐native sensitivities were not. Maternal socio‐economic factors uniquely predicted native language sensitivity. Findings suggest that infants' sensitivity to native sound contrasts is influenced by their family socio‐economic status.Research Highlights
We investigated effects of socio‐economic status on infant speech perception.
Infants were tested on native and non‐native speech discrimination.
Socio‐economic status predicted native speech discrimination.
Maternal occupation was a key predictor of native speech discrimination.

AbstractIt is well attested that high socio‐economic status (SES) is associated with larger vocabulary size estimates in young children. This has led to growing interest in identifying associations and mechanisms that may contribute to this relationship. In this study, parent‐child reading behaviors were investigated in relation to vocabulary size in a large‐scale study of linguistically and socio‐economically diverse families. This study sampled 902 infants in Singapore, a multilingual society. Both single‐language (dominant and non‐dominant) and dual‐language vocabulary size estimates were obtained and related to family SES, demographic details, and home literacy activities. Results demonstrated that both single‐language (dominant and non‐dominant) and dual‐language infant vocabulary size estimates were predicted by parental education levels. Further analyses revealed that parent‐child book reading activities mediated the relationship between parental education and infant vocabulary size. Findings suggest that shared book reading may narrow effects of socio‐economic disparities on early language development.Research Highlights
Socio‐economic status (SES) was examined in relation to infant vocabulary size in a linguistically and socio‐economically diverse setting.
Mediating effects of the home literacy environment on infant vocabulary size were measured.
Socio‐economic factors, notably parental education, had both direct and indirect effects on vocabulary size.
The home literacy environment mediated effects of SES on infant vocabulary size.