Socio-cognitive engagement (but not socioeconomic status) predicts preschool children's language and pragmatic abilities

Parental socioeconomic status (SES) strongly influences children's language abilities but less is known about its influence on pragmatic abilities (e.g., inferring intentions from relevance implicatures). Moreover, by focussing on SES, the role of socio-cognitive engagement (e.g., joint parent-child interactions) has been overlooked.We tested four- and six-year-old children (n = 92) with a communication task, a questionnaire assessed parents'...