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Figueroa M. Language development, linguistic input, and linguistic racism. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2024; 15:e1673. [PMID: 38297101 DOI: 10.1002/wcs.1673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2021] [Revised: 11/29/2023] [Accepted: 11/30/2023] [Indexed: 02/02/2024]
Abstract
Language development is both remarkable and unremarkable. It is remarkable because children learn the language(s) around them, signed or spoken, without explicit instruction or correction. It is unremarkable because children have done this for thousands of years without worldwide incident or catastrophe. Yet, much research on this organic developmental phenomenon relies on an empirical falsehood: "quality" linguistic input is necessary to facilitate language development. "Quality" is a value judgment, not a structural feature of any human language. I argue selectively legitimizing some linguistic input as "quality" is possible only through mischaracterizing what language is. This falsehood is also linguistic racism because it is based on a deficit perspective of the early linguistic experiences of a subset of children, specifically racialized children. I explore how linguistic racism stalls our collective understanding of language development and promotes an environment of bad science. This article is categorized under: Linguistics > Language Acquisition Psychology > Language Neuroscience > Development.
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Affiliation(s)
- Megan Figueroa
- Department of Psychology, University of Arizona, Tucson, Arizona, USA
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Gardner-Neblett N. Becoming fictional storytellers: African American children's oral narrative development in early elementary school. Child Dev 2024. [PMID: 38380984 DOI: 10.1111/cdev.14075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2024]
Abstract
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well-being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59-95 months old; 66 girls) to explore the development of fictional oral narrative skills. Results showed growth in macrostructure (i.e., story grammar) and microstructure productivity (i.e., number of total words; number of different words) over the school year. There was no evidence of growth in microstructure complexity. Nonverbal cognitive skills emerged as an individual difference in predicting oral narrative production. This study contributes to increasing the knowledge base needed to support African American children's oral language development.
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Wieczorek K, DeGroot M, Madigan S, Pador P, Ganshorn H, Graham S. Linking Language Skills and Social Competence in Children With Developmental Language Disorder: A Systematic Review and Meta-Analysis. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2024; 33:505-526. [PMID: 37983133 DOI: 10.1044/2023_ajslp-22-00406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/22/2023]
Abstract
PURPOSE This systematic review and meta-analysis aimed to examine the association between language skills and social competence in children with developmental language disorder (DLD) and to assess the potential moderators of these associations. METHOD The study was reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Studies were identified according to a search strategy carried out in PsycINFO, MEDLINE, Scopus, Linguistics and Language Behavior Abstracts, and ProQuest Dissertations and Theses Global databases. A total of 15,069 articles were independently double screened in the title and abstract phases, with 250 articles proceeding to a full-text review. Inclusion criteria comprised (a) a sample of children with DLD between the ages of 2 and 12 years, (b) a language measure, (c) a social competence measure, and (d) an appropriate statistic. Exclusion criteria were (a) intervention studies with no baseline data, (b) language measures based on preverbal abilities, (c) samples of children with DLD and other clinical conditions, and (d) studies without useable statistics. Data were extracted from 21 studies that met the eligibility criteria for the meta-analysis. RESULTS Pooled estimates across 21 studies (Mage = 7.52 years; 64% male) and 6,830 children indicated a significant association between language skills and social competence in children with DLD (r = .18, 95% confidence interval [.12, .24], p < .001), which was small in magnitude. The effect sizes were stronger in studies that assessed overall language skills than in those that specifically measured receptive or expressive language skills. CONCLUSIONS Findings from this study support a subtle and reliable relationship between language and social competence in children with DLD. The implications and limitations of this study and its future directions are also discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.24514564.
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Affiliation(s)
| | - Megan DeGroot
- Department of Psychology, University of Calgary, Alberta, Canada
| | - Sheri Madigan
- Department of Psychology, University of Calgary, Alberta, Canada
- Owerko Centre, Alberta Children's Hospital Research Institute, Calgary, Canada
| | - Paolo Pador
- Department of Psychology, University of Calgary, Alberta, Canada
| | - Heather Ganshorn
- Libraries and Cultural Resources, University of Calgary, Alberta, Canada
| | - Susan Graham
- Department of Psychology, University of Calgary, Alberta, Canada
- Owerko Centre, Alberta Children's Hospital Research Institute, Calgary, Canada
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Li X, Peng Y, Lu Y, Zhang Y. The effect of recasting by mothers with different conversational styles on the communication behavior of autistic children: Lag sequential analysis. Autism Res 2024; 17:125-137. [PMID: 37964721 DOI: 10.1002/aur.3052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2023] [Accepted: 10/25/2023] [Indexed: 11/16/2023]
Abstract
Recasting is the adult rephrasing of a child's immediately preceding utterance. It has been shown to have outstanding effects on promoting language development in autistic children. This study used lag sequential analysis to explore the impact of mothers' conversational styles on the communicative behavior of autistic children when using recasting. This study recruited 30 Chinese autistic children (aged 3-6 years) and their mothers. The utterances of the children and their mothers during 30-min interactions were transcribed, coded, and analyzed. The mothers' conversational styles were determined by the percentages of child-dominant, mother-dominant, and equality styles. The results indicated that mothers' conversational styles were predominantly child-dominant, differing from the expected mother-dominant style that is typical in Eastern cultures and traditions. However, some mothers still demonstrated a significant proportion of mother-dominant style in their conversation, while some exhibited a considerable amount of equality style. Moreover, mothers with a mainly child-dominant style and minimal use of mother-dominant and equality styles used recasting after the child's response, triggering the child to initiate new topics. Mothers with a child-dominant style combined with prominent mother-dominant features implemented untargeted self-recasting, the children did not respond significantly. Mothers with a child-dominant style combined with prominent equality features used recasting after the children responded, initiated, or expanded the conversation, which often facilitated the child's expansion of the conversation. These findings provide suggestions for designing parent-mediated early language interventions for autistic children.
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Affiliation(s)
- Xiaoyan Li
- College of Education, Wenzhou University, Wenzhou, Zhejiang, China
| | - Yonghan Peng
- College of Education, Wenzhou University, Wenzhou, Zhejiang, China
| | - Yiting Lu
- College of Education, Wenzhou University, Wenzhou, Zhejiang, China
| | - Yumin Zhang
- College of Education, Fujian Normal University, Fuzhou, Fujian, China
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Vaillant E, Oostrom KJ, Beckerman H, Vermeulen RJ, Buizer AI, Geytenbeek JJM. Developmental trajectories of spoken language comprehension and functional communication in children with cerebral palsy: A prospective cohort study. Dev Med Child Neurol 2024; 66:95-105. [PMID: 37349942 DOI: 10.1111/dmcn.15673] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/03/2022] [Revised: 05/18/2023] [Accepted: 05/23/2023] [Indexed: 06/24/2023]
Abstract
AIM To investigate spoken language comprehension (SLC), single-word comprehension (SWC), functional communication development, and their determinants, in children with cerebral palsy. METHOD This was a prospective cohort study in the Netherlands spanning 2 years 6 months. The main outcomes were SLC and SWC, assessed by the Computer-Based instrument for Low motor Language Testing (C-BiLLT) and the Peabody Picture Vocabulary Test-III-NL (PPVT-III-NL) respectively; and functional communication, measured by a subscale of the Focus on the Outcomes of Communication Under Six-34 (FOCUS-34). Linear mixed models were used to determine developmental trajectories, which were compared with norm and reference data. Potential determinants, for example intellectual functions, speech production, functional communication level (classified with the Communication Function Classification System, CFCS), and functional mobility, were added to assess their effects. RESULTS Children with cerebral palsy (n = 188; mean age 59 months, range 17-110) were monitored for 2 years 6 months. Developmental trajectories for SLC (C-BiLLT) and SWC (PPVT-III-NL) were nonlinear; those for functional communication (FOCUS-34) were linear. Compared with norm and reference groups, significantly delayed SLC, SWC, and functional communication development were found. Determinants for SLC and SWC were intellectual functions and functional communication level (CFCS); and for functional communication development (FOCUS-34), speech production and arm-hand functioning. INTERPRETATION Children with cerebral palsy showed delayed SLC, SWC, and functional communication development compared with norm and reference groups. Remarkably, functional mobility was not associated with the development of SLC, SWC, or functional communication. WHAT THIS PAPER ADDS Children with cerebral palsy have delayed spoken language comprehension (SLC), single-word comprehension (SWC), and functional communication development, compared to norm and reference data. Determinants for SLC and SWC development are intellectual functions and functional communication level. Determinants for functional communication development are speech production and arm-hand functioning. Functional mobility is not associated with SLC, SWC, or functional communication.
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Affiliation(s)
- Emma Vaillant
- Department of Rehabilitation Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Movement Sciences, Rehabilitation and Development, Amsterdam, the Netherlands
| | - Kim J Oostrom
- Department of Child and Adolescent Psychiatry & Psychosocial Care, Amsterdam Reproduction and Development, Amsterdam UMC, University of Amsterdam, Amsterdam, the Netherlands
- Maastricht UMC+, Department of Neurology, School of Mental Health and Neuro Science, Maastricht, the Netherlands
| | - Heleen Beckerman
- Department of Rehabilitation Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Movement Sciences, Rehabilitation and Development, Amsterdam, the Netherlands
| | - R Jeroen Vermeulen
- Department of Child and Adolescent Psychiatry & Psychosocial Care, Amsterdam Reproduction and Development, Amsterdam UMC, University of Amsterdam, Amsterdam, the Netherlands
| | - Annemieke I Buizer
- Department of Rehabilitation Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Movement Sciences, Rehabilitation and Development, Amsterdam, the Netherlands
- Emma Children's Hospital, Amsterdam UMC, Amsterdam, the Netherlands
| | - Johanna J M Geytenbeek
- Department of Rehabilitation Medicine, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands
- Amsterdam Movement Sciences, Rehabilitation and Development, Amsterdam, the Netherlands
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Sabourin-Guardo É, Miljkovitch R, Bernier A, Cyr C, St-Laurent D, Dubois-Comtois K. Longitudinal associations between the quality of family interactions and school-age children's narrative abilities in the context of financial insecurity. FAMILY PROCESS 2023. [PMID: 37899351 DOI: 10.1111/famp.12949] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Revised: 02/06/2023] [Accepted: 10/03/2023] [Indexed: 10/31/2023]
Abstract
This longitudinal study investigates whether the quality of family interactions at 3-5 years of age predicts narrative abilities in 7-9-year-old children from socioeconomically disadvantaged families. The sample consists of 67 children and their parents receiving social welfare. Family interactions were filmed during mealtime at home and coded using the Mealtime Interaction Coding System. Children's narrative abilities were measured based on their capacity to coherently elaborate and resolve stories from the Attachment Story Completion Task. Results revealed that children exposed to family interactions of higher quality make their narratives more accessible and understandable and include more appropriate expression of affects in their stories 4 years later, even after accounting for maternal education and verbal abilities. The results of this study highlight the importance of considering family interactions in the context of financial insecurity when studying socioemotional competence in childhood.
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Affiliation(s)
| | - Raphaële Miljkovitch
- Department of Psychology, Laboratoire Paragraphe, Université Paris 8, Saint-Denis, France
| | - Annie Bernier
- Department of Psychology, Université de Montréal, Montréal, Québec, Canada
| | - Chantal Cyr
- Department of Psychology, Université du Québec à Montréal, Montréal, Québec, Canada
- Institut Universitaire Jeunes en Difficulté du CIUSSS Centre-Sud-de-l'Ile-de-Montréal, Montréal, Québec, Canada
| | - Diane St-Laurent
- Department of Psychology, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
- Centre de Recherche Universitaire sur les Jeunes et les Familles (CRUJeF), Avenue du Bourg-Royal, Québec, Canada
| | - Karine Dubois-Comtois
- Department of Psychology, Université du Québec à Trois-Rivières, Trois-Rivières, Québec, Canada
- Hôpital en santé mentale, Rivière-des-Prairies, CIUSSS du Nord-de-l'Ile-de-Montréal, Montréal, Québec, Canada
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Jago LS, Alcock K, Meints K, Pine JM, Rowland CF. Language outcomes from the UK-CDI Project: can risk factors, vocabulary skills and gesture scores in infancy predict later language disorders or concern for language development? Front Psychol 2023; 14:1167810. [PMID: 37397291 PMCID: PMC10313203 DOI: 10.3389/fpsyg.2023.1167810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 05/19/2023] [Indexed: 07/04/2023] Open
Abstract
At the group level, children exposed to certain health and demographic risk factors, and who have delayed language in early childhood are, more likely to have language problems later in childhood. However, it is unclear whether we can use these risk factors to predict whether an individual child is likely to develop problems with language (e.g., be diagnosed with a developmental language disorder). We tested this in a sample of 146 children who took part in the UK-CDI norming project. When the children were 15-18 months old, 1,210 British parents completed: (a) the UK-CDI (a detailed assessment of vocabulary and gesture use) and (b) the Family Questionnaire (questions about health and demographic risk factors). When the children were between 4 and 6 years, 146 of the same parents completed a short questionnaire that assessed (a) whether children had been diagnosed with a disability that was likely to affect language proficiency (e.g., developmental disability, language disorder, hearing impairment), but (b) also yielded a broader measure: whether the child's language had raised any concern, either by a parent or professional. Discriminant function analyses were used to assess whether we could use different combinations of 10 risk factors, together with early vocabulary and gesture scores, to identify children (a) who had developed a language-related disability by the age of 4-6 years (20 children, 13.70% of the sample) or (b) for whom concern about language had been expressed (49 children; 33.56%). The overall accuracy of the models, and the specificity scores were high, indicating that the measures correctly identified those children without a language-related disability and whose language was not of concern. However, sensitivity scores were low, indicating that the models could not identify those children who were diagnosed with a language-related disability or whose language was of concern. Several exploratory analyses were carried out to analyse these results further. Overall, the results suggest that it is difficult to use parent reports of early risk factors and language in the first 2 years of life to predict which children are likely to be diagnosed with a language-related disability. Possible reasons for this are discussed.
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Affiliation(s)
- Lana S. Jago
- Department of Psychology, University of Liverpool, Liverpool, United Kingdom
| | - Katie Alcock
- Department of Psychology, Lancaster University, Lancaster, United Kingdom
| | - Kerstin Meints
- School of Psychology, University of Lincoln, Lincoln, United Kingdom
| | - Julian M. Pine
- Department of Psychology, University of Liverpool, Liverpool, United Kingdom
| | - Caroline F. Rowland
- Language Development Department, Max Planck Institute for Psycholinguistics, Nijmegen, Netherlands
- Donders Institute for Brain, Cognition and Behaviour, Radboud University, Radboud, Netherlands
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Estrada KA, Govindaraj S, Abdi H, Moraglia LE, Wolff JJ, Meera SS, Dager SR, McKinstry RC, Styner MA, Zwaigenbaum L, Piven J, Swanson MR. Language exposure during infancy is negatively associated with white matter microstructure in the arcuate fasciculus. Dev Cogn Neurosci 2023; 61:101240. [PMID: 37060675 PMCID: PMC10130606 DOI: 10.1016/j.dcn.2023.101240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 04/04/2023] [Accepted: 04/04/2023] [Indexed: 04/17/2023] Open
Abstract
Decades of research have established that the home language environment, especially quality of caregiver speech, supports language acquisition during infancy. However, the neural mechanisms behind this phenomenon remain under studied. In the current study, we examined associations between the home language environment and structural coherence of white matter tracts in 52 typically developing infants from English speaking homes in a western society. Infants participated in at least one MRI brain scan when they were 3, 6, 12, and/or 24 months old. Home language recordings were collected when infants were 9 and/or 15 months old. General linear regression models indicated that infants who heard the most adult words and participated in the most conversational turns at 9 months of age also had the lowest fractional anisotropy in the left posterior parieto-temporal arcuate fasciculus at 24 months. Similarly, infants who vocalized the most at 9 months also had the lowest fractional anisotropy in the same tract at 6 months of age. This is one of the first studies to report significant associations between caregiver speech collected in the home and white matter structural coherence in the infant brain. The results are in line with prior work showing that protracted white matter development during infancy confers a cognitive advantage.
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Affiliation(s)
- Katiana A Estrada
- Department of Psychological Sciences, Purdue University, West Lafayette, IN 47906, USA; Department of Psychology, The University of Texas at Dallas, Richardson, TX 75080, USA
| | - Sharnya Govindaraj
- Department of Psychology, The University of Texas at Dallas, Richardson, TX 75080, USA
| | - Hervé Abdi
- Department of Psychology, The University of Texas at Dallas, Richardson, TX 75080, USA
| | - Luke E Moraglia
- Department of Psychology, The University of Texas at Dallas, Richardson, TX 75080, USA
| | - Jason J Wolff
- Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455, USA
| | - Shoba Sreenath Meera
- Department of Speech Pathology and Audiology, National Institute of Mental Health and Neuro-Sciences (NIMHANS), Bangalore, India
| | - Stephen R Dager
- Department of Radiology, University of Washington, Seattle, WA 98195, USA
| | - Robert C McKinstry
- Mallinckrodt Institute of Radiology, Washington University School of Medicine, St. Louis, MO 63130, USA
| | - Martin A Styner
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Lonnie Zwaigenbaum
- Department of Pediatrics, University of Alberta, Edmonton AB T6G 2R3, Canada
| | - Joseph Piven
- Department of Psychiatry, University of North Carolina, Chapel Hill, NC 27599, USA
| | - Meghan R Swanson
- Department of Psychology, The University of Texas at Dallas, Richardson, TX 75080, USA.
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Strouse GA, Troseth GL, Stuckelman ZD. Page and screen: Storybook features that promote parent-child talk during shared reading. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2023. [DOI: 10.1016/j.appdev.2023.101522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/06/2023]
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Nobre JNP, Morais RLDS, Prat BV, Fernandes AC, Viegas ÂA, Figueiredo PHS, Peixoto MF, De Oliveira Ferreira F, de Freitas PM, Mendonça VA, Lacerda ACR. Environmental opportunities facilitating cognitive development in preschoolers: development of a multicriteria index. J Neural Transm (Vienna) 2023; 130:65-76. [PMID: 36401748 PMCID: PMC9676873 DOI: 10.1007/s00702-022-02568-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2022] [Accepted: 11/08/2022] [Indexed: 11/21/2022]
Abstract
Access to environmental opportunities can favor children's learning and cognitive development. The objectives is to construct an index that synthesizes environmental learning opportunities for preschoolers considering the home environment and verify whether the index can predict preschoolers' cognitive development. A quantitative, cross-sectional, exploratory study was conducted with 51 preschoolers using a multi-attribute utility theory (MAUT). The criteria used for drawing up the index were supported by the literature and subdivided in Group A "Resources from the house" extracted from HOME Inventory including: (1) to have three or more puzzles; (2) have at least ten children's books; (3) be encouraged to learn the alphabet; (4) take the family out at least every 2 weeks. Group B "Screens" (5) caution with using television; (6) total screen time in day/minutes. Group C "Parental Schooling" (7) maternal and paternal education. Pearson correlation analyses and univariate linear regression were performed to verify the relationship between the established index with cognitive test results. The index correlated with the total score of the mini-mental state exam (MMC) and verbal fluency test (VF) in the category of total word production and word production without errors. Multicriteria index explained 18% of the VF (total word production), 19% of the VF (total production of words without errors) and 17% of the MMC. The present multicriteria index has potential application as it synthesizes the preschooler's environmental learning opportunities and predicts domains of child cognitive development.
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Affiliation(s)
- Juliana Nogueira Pontes Nobre
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil.
| | - Rosane Luzia de Souza Morais
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Bernat Viñola Prat
- Instituto de Ciência e Tecnologia (ICT - UFVJM) e SaSA, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Amanda Cristina Fernandes
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ângela Alves Viegas
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Marco Fabrício Peixoto
- Centro Integrado de Pós-Graduação e Pesquisa em Saúde (CIPq-Saúde), Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | | | - Patrícia Martins de Freitas
- Programa de Pós-Graduação em Psicologia da Saúde (PPGPSI), Instituto Multidisciplinar em Saúde da Universidade Federal da Bahia (UFBA), Vitória da Conquista, Bahia, Brazil
| | - Vanessa Amaral Mendonça
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
| | - Ana Cristina Rodrigues Lacerda
- Faculdade de Fisioterapia, Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM), Diamantina, Minas Gerais, Brazil
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Romano M, Perez K, Abarca D. The BabyTok Project: Examining the Feasibility and Acceptability of a Light-Touch Social Media Project for Infant-Toddler Teachers. EARLY CHILDHOOD EDUCATION JOURNAL 2022; 52:1-16. [PMID: 36439905 PMCID: PMC9676850 DOI: 10.1007/s10643-022-01426-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/05/2022] [Indexed: 06/16/2023]
Abstract
High-quality early care and education is a known protective factor for infants and toddlers who experience early childhood poverty, especially for early communication outcomes. However, the quality of care is variable in the United States, and efforts to increase the quality of interactions is impeded by cost and high rates of turnover in the field. In this paper, we explore a low-cost, light touch social media intervention that uses the TikTok platform to increase infant-toddler teachers' (ITTs) knowledge of early communication and social interactions while validating the important role that ITTs play in the lives of young children. We use a mixed method, pre-post design to explore the feasibility and acceptability of the BabyTok project from the vantage point of the ITT participants. Teachers offered positive feedback about the content, delivery of the intervention through TikTok and the impact on their feelings about their role in helping young children learn. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-022-01426-y.
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Affiliation(s)
- Mollie Romano
- School of Communication Science and Disorders and the Communication and Early Childhood Research and Practice Center, Florida State University, 201 W. Bloxham, St. Tallahassee, FL 32301 USA
| | - Katherine Perez
- School of Communication Science and Disorders and the Communication and Early Childhood Research and Practice Center, Florida State University, 201 W. Bloxham, St. Tallahassee, FL 32301 USA
| | - Diana Abarca
- School of Communication Science and Disorders and the Communication and Early Childhood Research and Practice Center, Florida State University, 201 W. Bloxham, St. Tallahassee, FL 32301 USA
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12
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Salo VC, King LS, Gotlib IH, Humphreys KL. Infants who experience more adult-initiated conversations have better expressive language in toddlerhood. INFANCY 2022; 27:916-936. [PMID: 35775622 PMCID: PMC10009899 DOI: 10.1111/infa.12487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Revised: 06/01/2022] [Accepted: 06/06/2022] [Indexed: 11/29/2022]
Abstract
To understand how infants become engaged in conversations with their caregivers, we examined who tends to initiate conversations between adults and infants, differences between the features of infant- and adult-initiated conversations, and whether individual differences in how much infants engage in infant- or adult-initiated conversations uniquely predict later language development. We analyzed naturalistic adult-infant conversations captured via passive recording of the daily environment in two samples of 6-month-old infants. In Study 1, we found that at age 6 months, infants typically engage in more adult- than infant-initiated conversations and that adult-initiated conversations are, on average, longer and contain more adult words. In Study 2, we replicated these findings and, further, found that infants who engaged in more adult-initiated conversations in infancy had better expressive language at age 18 months. This association remained significant when accounting for the number of infant-initiated conversations at 6 months. Our findings indicate that early interactions with caregivers can have a lasting impact on children's language development, and that the extent to which parents initiate interactions with their infants may be particularly important.
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Affiliation(s)
- Virginia C Salo
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, Bethesda, Maryland, USA.,Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
| | - Lucy S King
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Ian H Gotlib
- Department of Psychology, Stanford University, Stanford, California, USA
| | - Kathryn L Humphreys
- Department of Psychology and Human Development, Vanderbilt University, Nashville, Tennessee, USA
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Ober TM, Brooks PJ. Identifying direct and indirect influences on vocabulary development of children from low-income families from infancy to grade 5. COGNITIVE DEVELOPMENT 2022. [DOI: 10.1016/j.cogdev.2022.101163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Sanchez-Alonso S, Aslin RN. Towards a model of language neurobiology in early development. BRAIN AND LANGUAGE 2022; 224:105047. [PMID: 34894429 DOI: 10.1016/j.bandl.2021.105047] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2021] [Revised: 10/24/2021] [Accepted: 10/27/2021] [Indexed: 06/14/2023]
Abstract
Understanding language neurobiology in early childhood is essential for characterizing the developmental structural and functional changes that lead to the mature adult language network. In the last two decades, the field of language neurodevelopment has received increasing attention, particularly given the rapid advances in the implementation of neuroimaging techniques and analytic approaches that allow detailed investigations into the developing brain across a variety of cognitive domains. These methodological and analytical advances hold the promise of developing early markers of language outcomes that allow diagnosis and clinical interventions at the earliest stages of development. Here, we argue that findings in language neurobiology need to be integrated within an approach that captures the dynamic nature and inherent variability that characterizes the developing brain and the interplay between behavior and (structural and functional) neural patterns. Accordingly, we describe a framework for understanding language neurobiology in early development, which minimally requires an explicit characterization of the following core domains: i) computations underlying language learning mechanisms, ii) developmental patterns of change across neural and behavioral measures, iii) environmental variables that reinforce language learning (e.g., the social context), and iv) brain maturational constraints for optimal neural plasticity, which determine the infant's sensitivity to learning from the environment. We discuss each of these domains in the context of recent behavioral and neuroimaging findings and consider the need for quantitatively modeling two main sources of variation: individual differences or trait-like patterns of variation and within-subject differences or state-like patterns of variation. The goal is to enable models that allow prediction of language outcomes from neural measures that take into account these two types of variation. Finally, we examine how future methodological approaches would benefit from the inclusion of more ecologically valid paradigms that complement and allow generalization of traditional controlled laboratory methods.
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Affiliation(s)
| | - Richard N Aslin
- Haskins Laboratories, New Haven, CT, USA; Department of Psychology, Yale University, New Haven, CT, USA; Child Study Center, Yale University, New Haven, CT, USA.
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Special Needs Assessment in Bilingual School-Age Children in Germany. LANGUAGES 2021. [DOI: 10.3390/languages7010004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Educational and (psycho-)linguistic research on L1 and L2 acquisition in bilingual children sketches them as a group of language learners varying in many aspects. However, most studies to date have based evaluations of language proficiency or new assessment tools on data from heritage children, while studies on the appropriateness of assessment tools for school-age refugee children remain a notable exception. This study focuses on the standardized assessment tool BUEGA for primary school children, which is, among others, a widespread tool for the assessment of pedagogical support or special needs (SN) in Germany. We compare the performance of 12 typically developing monolinguals (MoTD: 7;3–12;1), 14 heritage-bilinguals (BiTD: 7;1–13;4, L1 Turkish and Arabic), 12 refugee- students (BiTD: 8;7–13;1, L1 Arabic), and 7 children with developmental language disorders (DLD: 7;7–13;9) on the subtests of grammar, word-reading, and spelling. Overall results show that refugee-BiTDs perform in the (monolingual) pathology range. No significant differences emerged between students with DLD and typically developing (TD) refugee students. Considering the assessment of school-related language performance, bilingual refugees are at risk of misdiagnosis, along with the well-known effects of educational disadvantage. This particularly applies to children with low socioeconomic status (SES). Looking beyond oral language competencies and using test combinations can help exclude language disorders in school-age children with limited L2 proficiency.
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Marinopoulou M, Billstedt E, Lin P, Hallerbäck M, Bornehag C. Number of words at age 2.5 years is associated with intellectual functioning at age 7 years in the SELMA study. Acta Paediatr 2021; 110:2134-2141. [PMID: 33686710 DOI: 10.1111/apa.15835] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 02/19/2021] [Accepted: 03/05/2021] [Indexed: 11/30/2022]
Abstract
AIM We examined the association between the number of words used at age 2.5 years and deficits in intellectual functioning at age 7 years, in 549 children, and whether such association is confirmed by parental concern about the child's development. METHODS Parental reports of how many words their children used at age 2.5 years were analysed for the association to intellectual functioning (assessed with Wechsler Intelligence Scale for Children - Fourth Edition,WISC-IV) at age 7 years using linear regression, adjusting for sex, maternal education level, parental IQ and smoking during pregnancy. Parental concern at age 7 years was examined with the Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations-Questionnaire (ESSENCE-Q). RESULTS Adjusted linear regression showed that use of 50 words or fewer at age 2.5 years, relative to use of more than 50 words, was associated with lower scores of Full-scale IQ (B = 7.27, p = 0.001), verbal comprehension (B = 8.53, p < 0.001), working memory (B = 9.04, p < 0.001) and perceptual reasoning (B = 4.21, p = 0.045), in the WISC-IV, at age 7 years. Parental concern was more common in the group that used 50 words or fewer (Mann-Whitney U test, p = 0.011). CONCLUSION This easily accessible measure of number of words seems to be a valuable marker for intellectual functioning later in life.
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Affiliation(s)
- Maria Marinopoulou
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Child and Adolescent Habilitation Region Värmland Karlstad Sweden
| | - Eva Billstedt
- Gillberg Neuropsychiatry Centre Institute of Neuroscience and Physiology Sahlgrenska Academy University of Gothenburg Gothenburg Sweden
- Child Neuropsychiatric Clinic Sahlgrenska University Hospital Gothenburg Sweden
| | - Ping‐I Lin
- School of Psychiatry University of New South Wales Sydney NSW Australia
- South Western Sydney Local Health District Warwick Farm NSW Australia
| | - Maria Hallerbäck
- School of Medical Sciences Örebro University Örebro Sweden
- Child and Adolescent Psychiatry Region Värmland Karlstad Sweden
| | - Carl‐Gustaf Bornehag
- Karlstad University Karlstad Sweden
- Icahn School of Medicine at Mount Sinai New York NY USA
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Childhood disadvantage, neurocognitive development and neuropsychiatric disorders: Evidence of mechanisms. Curr Opin Psychiatry 2021; 34:306-323. [PMID: 33587493 PMCID: PMC9458466 DOI: 10.1097/yco.0000000000000701] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
PURPOSE OF REVIEW Children living in socioeconomically disadvantaged households have excess risks of neurodevelopmental and neuropsychiatric problems. The purpose of this review is to synthesize evidence for mechanisms that may contribute to these excess risks. RECENT FINDINGS The majority of the 60 studies included in our review focused on children's neurocognitive development and behavioural problems. About half conducted mediation analyses of factors in the family and neighbourhood environments, including access to resources (e.g. cognitive inputs within the home environment) and exposure to stressors (e.g. negative parenting practices), as well as neurobiological embedding of childhood disadvantage. In addition, many studies conducted moderation analyses of factors that were hypothesized to interact with (i.e. exacerbate or mitigate) the harmful effects of childhood disadvantage. SUMMARY Many of the factors that contribute to the excess risk of neurodevelopmental and neuropsychiatric problems among children in disadvantaged households are potentially modifiable (e.g. cognitively stimulating materials, parental language input, cultural resources, parental stress and psychopathology, negative parenting, neighbourhood violence). If their causality is ultimately established, they could be targets for the prevention and reduction of disparities. The continued search for mechanisms should not detract from work to reduce and hopefully eliminate children's exposure to disadvantage.
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Romano M, Eugenio J, Kiratzis E. Coaching Childcare Providers to Support Toddlers' Gesture Use With Children Experiencing Early Childhood Poverty. Lang Speech Hear Serv Sch 2021; 52:686-701. [PMID: 33788592 DOI: 10.1044/2020_lshss-20-00112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022] Open
Abstract
Purpose The purpose of this study is to examine the impact of an intervention in which childcare providers (CCPs) are coached to support toddlers' gesture use during every day classroom routines. Method This study uses a multiple-baseline across strategies single-case experimental design to examine the impact of a coaching intervention on three CCPs' use of communication strategies with toddlers experiencing early childhood poverty. The CCPs were coached with a systematic framework called Setting the Stage, Observation and Opportunities to Embed, Problem-solving and Planning, Reflection and Review as they learned to implement three strategies to support toddlers' gesture use-modeling gestures with a short phrase, opportunities to gesture, and responding/expanding child gestures. CCPs were coached during book sharing and another classroom routine of their choice. Social validity data on the coaching approach and on the intervention strategies were gathered from postintervention interviews. Results The visual analysis and nonoverlap of all pairs' effect size indicates that the coaching intervention had a functional relation with CCPs' use of modeling gestures and responding/expanding gestures during book sharing, play, and circle time. Social validity data indicate that CCPs found the coaching framework supportive of their learning and feelings of self-efficacy, and that the intervention strategies supported their toddlers' communication. Conclusions The coaching framework was used to increase CCP strategy use during everyday classroom routines with toddlers. CCPs endorsed the coaching approach and the intervention strategies. This study adds to the literature supporting efforts to enhance children's earliest language learning environments. Supplemental Material https://doi.org/10.23641/asha.14044055.
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Affiliation(s)
- Mollie Romano
- Communication and Early Childhood Research and Practice Center, School of Communication Science and Disorders, Florida State University, Tallahassee
| | - Johanna Eugenio
- Communication and Early Childhood Research and Practice Center, School of Communication Science and Disorders, Florida State University, Tallahassee
| | - Edie Kiratzis
- Communication and Early Childhood Research and Practice Center, School of Communication Science and Disorders, Florida State University, Tallahassee
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Haft SL, Gys CL, Bunge S, Uchikoshi Y, Zhou Q. Home Language Environment and Executive Functions in Mexican American and Chinese American Preschoolers in Head Start. EARLY EDUCATION AND DEVELOPMENT 2021; 33:608-633. [PMID: 35600115 PMCID: PMC9119586 DOI: 10.1080/10409289.2021.1912548] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
Research Findings Using two groups of dual language learners (DLLs), the current study examined links between two developmental constructs closely linked to school readiness: the home language environment (HLE) and executive function (EF). In a sample of 90 children (age range = 38-70 months, 59% girls) from either Mexican American (MA, N = 46) or Chinese American (CA, N = 44) low-income families enrolled in Head Start preschool programs, parents reported on their HLE (home language balance, home English/heritage language activities) and children's EF (inhibitory control and attention shifting) was measured by cognitive tasks. Findings showed preschool-aged DLLs in low-income immigrant families received more heritage language exposure relative to English language exposure at home. Several demographic variables (parental education, per capita income, DLL group, child age of English acquisition, child generation, child English receptive vocabulary) were related to various aspects of HLE. Controlling for covariates, the amount of heritage language activities at home was uniquely and positively related to children's attention shifting. Practice or Policy The findings underscore the importance of incorporating language background considerations when designing intervention programs that target HLE and EF in low-income DLLs.
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Affiliation(s)
- Stephanie L Haft
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Christopher L Gys
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Silvia Bunge
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
| | - Yuuko Uchikoshi
- School of Education, University of California Davis, Davis, CA 95616, USA
| | - Qing Zhou
- Department of Psychology, University of California Berkeley, 2121 Berkeley Way, Berkeley, CA 94704, USA
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20
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Gómez E, Strasser K. Language and socioemotional development in early childhood: The role of conversational turns. Dev Sci 2021; 24:e13109. [PMID: 33825290 DOI: 10.1111/desc.13109] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 02/23/2021] [Accepted: 02/27/2021] [Indexed: 12/01/2022]
Abstract
This study examines the role of language environment (number of conversational turns) in the development of socioemotional competencies between 18 and 30 months. The language environment of 43 infants and their social-emotional competencies were measured at 18 months and again at 30 months. Multiple regressions showed a significant contribution of turns at 18 months on socioemotional competencies at 30 months, controlling for their initial levels, child vocalizations, maternal warmth, and social risk. Cross-lagged analysis revealed that the direction of the longitudinal relation between turns and emotional competencies is more likely to go from turns to socioemotional development than the other way around. Implications for theory and research are discussed.
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Affiliation(s)
| | - Katherine Strasser
- School of Psychology, Pontificia Universidad Católica de Chile, Santiago, Chile
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21
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Anderson NJ, Graham SA, Prime H, Jenkins JM, Madigan S. Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta-Analysis. Child Dev 2021; 92:484-501. [PMID: 33521953 DOI: 10.1111/cdev.13508] [Citation(s) in RCA: 54] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
This meta-analysis examined associations between the quantity and quality of parental linguistic input and children's language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children's language skills.
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Affiliation(s)
| | - Susan A Graham
- University of Calgary.,Alberta Children's Hospital Research Institute
| | | | | | - Sheri Madigan
- University of Calgary.,Alberta Children's Hospital Research Institute
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Luckman C, Wagovich SA, Weber C, Brown B, Chang SE, Hall NE, Bernstein Ratner N. Lexical diversity and lexical skills in children who stutter. JOURNAL OF FLUENCY DISORDERS 2020; 63:105747. [PMID: 32058092 PMCID: PMC7065723 DOI: 10.1016/j.jfludis.2020.105747] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/30/2019] [Revised: 01/03/2020] [Accepted: 01/20/2020] [Indexed: 05/24/2023]
Abstract
PURPOSE Numerous "small N" studies of language ability in children who stutter have produced differing conclusions. We combined test and spontaneous language data from a large cohort of children who stutter (CWS) and typically fluent peers, gathered from independent laboratories across the US, to appraise a variety of lexical measures. METHOD Standardized receptive and expressive vocabulary test data and spontaneous language samples from 99 pairs of CWS (ages 25-100 months), and age-, gender-, and SES-matched children who do not stutter (CWNS) were compared. Language sample transcripts were analyzed with four measures of lexical diversity. Correlations between lexical diversity measures and expressive vocabulary scores were also calculated. RESULTS On standardized tests of both receptive and expressive vocabulary, there were significant differences between CWS and CWNS. In contrast, on spontaneous language measures of lexical diversity, CWS did not differ in their lexical diversity, across analyses, compared to CWNS. Three of the four lexical diversity analyses, MATTR, VocD, and NDW, were significantly correlated with each other. CONCLUSIONS We were able to confirm prior findings of relative disadvantage on standardized vocabulary tests for a very large sample of well-matched CWS. However, spontaneous language measures of lexical diversity did not distinguish the groups. This relative weakness in CWS may emerge from task differences: CWS are free to encode their own spontaneous utterances but must comply with explicit lexical prompts in standardized testing situations.
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Affiliation(s)
- Courtney Luckman
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD, 20742, United States.
| | - Stacy A Wagovich
- Department of Speech, Language and Hearing Sciences, University of Missouri, Columbia, MO, 65211, United States
| | - Christine Weber
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, 47907, United States
| | - Barbara Brown
- Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, IN, 47907, United States
| | - Soo-Eun Chang
- Department of Psychiatry, University of Michigan, Ann Arbor, MI, 48109, United States
| | - Nancy E Hall
- Department of Communication Sciences and Disorders, University of Maine, Orono, ME, 04469, United States
| | - Nan Bernstein Ratner
- Department of Hearing and Speech Sciences, University of Maryland, College Park, MD, 20742, United States.
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Ehl B, Grosche M. Einbezug von Alter und Sprachkontaktdauer in die Wortschatzdiagnostik bei Mehrsprachigkeit. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 2020. [DOI: 10.1026/0049-8637/a000228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Für die expressive Wortschatzdiagnostik mehrsprachiger Kinder im Grundschulalter fehlen Auswertungsansätze, die die heterogenen Bedingungen des Mehrspracherwerbs berücksichtigen. Solche Auswertungsansätze werden im Bildungs- und Gesundheitswesen gebraucht, um eine bessere Orientierung zu erhalten, welche mehrsprachigen Kinder sprachlich besonders auffällig sind. Die vorliegende Studie prüft, ob das Alter der Kinder und deren Kontaktdauer zur Umgebungssprache als Bestandteile mehrspracherwerbssensibler Normen für Wortschatzleistungen in der Umgebungssprache in Betracht kommen. Bei einer Stichprobe von 451 mehrsprachigen Grundschulkindern hatten das Alter und die Kontaktdauer einen bedeutsamen Einfluss auf den Wortschatz in der Umgebungssprache. Darüber hinaus zeigten sich differentielle Zusammenhänge. Kinder mit kürzerer Kontaktdauer unterschieden sich im Wortschatz stärker von Kindern, die z. B. ein Jahr älter und ein Kontaktjahr weiter fortgeschritten waren, als Kindern mit längerer Kontaktdauer. Insgesamt weisen die Ergebnisse darauf hin, dass die Entwicklung von mehrspracherwerbssensiblen Normen die Identifikation von sprachlich besonders auffälligen Kindern verbessern könnte.
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Affiliation(s)
- Birgit Ehl
- Institut für Bildungsforschung, School of Education, Bergische Universität Wuppertal
| | - Michael Grosche
- Institut für Bildungsforschung, School of Education, Bergische Universität Wuppertal
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