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Cheung RW, Austerberry C, Fearon P, Hayiou-Thomas ME, Leve LD, Shaw DS, Ganiban JM, Natsuaki MN, Neiderhieser JM, Reiss D. Disentangling genetic and environmental influences on early language development: The interplay of genetic propensity for negative emotionality and surgency, and parenting behavior effects on early language skills in an adoption study. Child Dev 2024; 95:699-720. [PMID: 37947162 PMCID: PMC11023813 DOI: 10.1111/cdev.14021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2023] [Revised: 07/22/2023] [Accepted: 09/11/2023] [Indexed: 11/12/2023]
Abstract
Parenting and children's temperament are important influences on language development. However, temperament may reflect prior parenting, and parenting effects may reflect genes common to parents and children. In 561 U.S. adoptees (57% male) and their birth and rearing parents (70% and 92% White, 13% and 4% African American, and 7% and 2% Latinx, respectively), this study demonstrated how genetic propensity for temperament affects language development, and how this relates to parenting. Genetic propensity for negative emotionality inversely predicted language at 27 months (β = -.15) and evoked greater maternal warmth (β = .12), whereas propensity for surgency positively predicted language at 4.5 years (β = .20), especially when warmth was low. Parental warmth (β = .15) and sensitivity (β = .19) further contributed to language development, controlling for common gene effects.
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Affiliation(s)
| | - Chloe Austerberry
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
| | - Pasco Fearon
- Department of Psychology, Centre for Family Research, University of Cambridge, Cambridge, UK
- Research Department of Clinical, Educational and Health Psychology, UCL, London, UK
| | | | - Leslie D Leve
- Prevention Science Institute, University of Oregon, Eugene, Oregon, USA
| | - Daniel S Shaw
- Department of Psychology, University of Pittsburg, Pittsburgh, Pennsylvania, USA
| | - Jody M Ganiban
- Department of Psychological and Brain Sciences, George Washington University, Washington, District of Columbia, USA
| | - Misaki N Natsuaki
- Department of Psychology, University of California, Riverside, California, USA
| | - Jenae M Neiderhieser
- Department of Psychology, The Pennsylvania State University, University Park, Pennsylvania, USA
| | - David Reiss
- Yale Child Study Center, Yale School of Medicine, New Haven, Connecticut, USA
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Nielsen D, d'Apice K, Cheung RW, Bryant M, Heald R, Storr C, Tracey L, Rashid R, Dickerson J, Bowyer-Crane C. A randomised controlled feasibility trial of an early years language development intervention: results of the 'outcomes of Talking Together evaluation and results' (oTTer) project. Pilot Feasibility Stud 2023; 9:107. [PMID: 37386614 DOI: 10.1186/s40814-023-01333-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Accepted: 06/07/2023] [Indexed: 07/01/2023] Open
Abstract
BACKGROUND Early language difficulties are associated with poor school readiness and can impact lifelong attainment. The quality of the early home language environment is linked to language outcomes. However, few home-based language interventions have sufficient evidence of effectiveness in improving preschool children's language abilities. This study reports the first stage in the evaluation of a theory-based programme, Talking Together (developed and delivered by BHT Early Education and Training) given over 6 weeks to families in the home setting. We aimed to test the feasibility and acceptability of delivering Talking Together in the Better Start Bradford community prior to a definitive trial, using a two-armed randomised controlled feasibility study. METHODS Families from a single site within the Better Start Bradford reach area were randomly allocated (1:1) to the Talking Together intervention or a wait list control group. Child language and parent-level outcome measures were administered before randomisation (baseline), pre-intervention (pre-test), 2 months post-intervention start (post-test), and 6 months post-intervention start (follow-up). Routine monitoring data from families and practitioners were also collected for eligibility, consent, protocol adherence, and attrition rates. Descriptive statistics on the feasibility and reliability of potential outcome measures were analysed alongside qualitative feedback on trial design acceptability. Pre-defined progression-to-trial criteria using a traffic light system were assessed using routine monitoring data. RESULTS Two-hundred and twenty-two families were assessed for eligibility; of these, 164 were eligible. A total of 102 families consented and were randomised (intervention: 52, waitlist control: 50); 68% of families completed outcome measures at 6-month follow-up. Recruitment (eligibility and consent) reached 'green' progression criteria; however, adherence reached 'amber' and attrition reached 'red' criteria. Child- and parent-level data were successfully measured, and the Oxford-CDI was identified as a suitable primary outcome measure for a definitive trial. Qualitative data not only indicated that the procedures were largely acceptable to practitioners and families but also identified areas for improvement in adherence and attrition rates. CONCLUSIONS Referral rates indicate that Talking Together is a much-needed service and was positively received by the community. A full trial is feasible with adaptations to improve adherence and reduce attrition. TRIAL REGISTRATION ISRCTN registry ISRCTN13251954. Retrospectively registered 21 February 2019.
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Affiliation(s)
- Dea Nielsen
- Department of Health Sciences, University of York, York, UK.
| | - Katrina d'Apice
- Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK
| | | | - Maria Bryant
- Department of Health Sciences/Hull York Medical School, University of York, York, UK
| | | | - Chloe Storr
- BHT Early Education and Training, Bradford, UK
| | - Louise Tracey
- Department of Health Sciences, University of York, York, UK
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Cheung RW, Willan K, Dickerson J, Bowyer-Crane C. Risk factors for early language delay in children within a minority ethnic, bilingual, deprived environment (Born in Bradford's Better Start): a UK community birth cohort study. BMJ Paediatr Open 2023; 7:10.1136/bmjpo-2022-001764. [PMID: 36927864 PMCID: PMC10030670 DOI: 10.1136/bmjpo-2022-001764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 02/24/2023] [Indexed: 03/18/2023] Open
Abstract
BACKGROUND Preschool language skills and language delay predict academic and socioemotional outcomes. Children from deprived environments are at a higher risk of language delay, and both minority ethnic and bilingual children can experience a gap in language skills at school entry. However, research that examines late talking (preschool language delay) in an ethnically diverse, bilingual, deprived environment at age 2 is scarce. METHODS Data from Born in Bradford's Better Start birth cohort were used to identify rates of late talking (≤10th percentile on the Oxford-Communicative Development Inventory: Short) in 2-year-old children within an ethnically diverse, predominantly bilingual, deprived UK region (N=712). The relations between known demographic, maternal, distal and proximal child risk factors, and language skills and language delay were tested using hierarchical linear and logistic regression. RESULTS A total of 24.86% of children were classified as late talkers. Maternal demographic factors (ethnicity, born in UK, education, financial security, employment, household size, age) predicted 3.12% of the variance in children's expressive vocabulary. Adding maternal language factors (maternal native language, home languages) and perinatal factors (birth weight, gestation) to the model predicted 3.76% of the variance. Adding distal child factors (child sex, child age) predicted 11.06%, and adding proximal child factors (receptive vocabulary, hearing concerns) predicted 49.51%. Significant risk factors for late talking were male sex (OR 2.07, 95% CI 1.38 to 3.09), receptive vocabulary delay (OR 8.40, 95% CI 4.99 to 14.11) and parent-reported hearing concerns (OR 7.85, 95% CI 1.90 to 32.47). Protective factors were increased household size (OR 0.85, 95% CI 0.77 to 0.95) and age (OR 0.82, 95% CI 0.70 to 0.96). CONCLUSIONS Almost one in four children living in an ethnically diverse and deprived UK area have early language delay. Demographic factors explained little variance in early vocabulary, whereas proximal child factors held more predictive value. The results indicate further research on early language delay is warranted for vulnerable groups.
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Affiliation(s)
- Rachael W Cheung
- Department of Health Sciences, University of York, York, UK
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Kathryn Willan
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Josie Dickerson
- Better Start Bradford Innovation Hub, Born in Bradford, Bradford Institute for Health Research, Bradford, UK
| | - Claudine Bowyer-Crane
- National Institute of Economic and Social Research, London, UK
- Department of Education, University of Sheffield, Sheffield, UK
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Cheung RW, Hartley C, Monaghan P. Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study. J Speech Lang Hear Res 2022; 65:2978-2995. [PMID: 35921663 PMCID: PMC9911132 DOI: 10.1044/2022_jslhr-21-00610] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Revised: 01/31/2022] [Accepted: 05/06/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The aim of this study was to identify variability in word-learning mechanisms used by late-talking children using a longitudinal study design, which may explain variability in late-talking children's outcomes. METHOD A cohort of typically developing children (n = 40) and children who were classified as late-talking children at age 2;0 (years;months; ≤ 10th percentile on expressive vocabulary, n = 21) were followed up at ages 3;0 and 3;6. We tested the cohort across tasks designed to isolate different mechanisms involved in word learning: encoding and producing spoken forms of words (using a nonword repetition task), identifying referents for words (using a fast mapping task), and learning associations between words and referents (using a cross-situational word-learning task). RESULTS Late-talking children had lower accuracy on nonword repetition than typically developing children, despite most of the sample reaching typical ranges for expressive vocabulary at age 3;6. There were no between-groups differences in fast mapping and retention accuracy; however, both were predicted by concurrent expressive vocabulary. Late-talking children performed less accurately than typically developing children on cross-situational word-learning retention trials, despite showing no between-groups differences during training trials. Combining performance across all three tasks predicted approximately 45% of the variance in vocabulary outcomes at the last time point. CONCLUSIONS Late-talking children continue to have deficits in phonological representation that impact their word-learning ability and expressive language abilities but do not show difficulties in fast mapping novel words. Late-talking children may also struggle to retain associative information about word-referent mappings. Late-talking children thus use some, but not all, word-learning mechanisms differently than typically developing children. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.20405856.
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Affiliation(s)
- Rachael W. Cheung
- Department of Psychology, Lancaster University, United Kingdom
- Psychology in Education Research Centre, Department of Education, University of York, United Kingdom
| | - Calum Hartley
- Department of Psychology, Lancaster University, United Kingdom
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Cheung RW, Hartley C, Monaghan P. Receptive and expressive language ability differentially support symbolic understanding over time: Picture comprehension in late talking and typically developing children. J Exp Child Psychol 2021; 214:105305. [PMID: 34653634 DOI: 10.1016/j.jecp.2021.105305] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 08/11/2021] [Accepted: 09/10/2021] [Indexed: 10/20/2022]
Abstract
Symbols are a hallmark of human communication, and a key question is how children's emerging language skills relate to their ability to comprehend symbols. In particular, receptive and expressive vocabulary may have related, but distinct, roles across early development. In a longitudinal study of late talking (LT) and typically developing (TD) children, we differentiated the extent to which expressive and receptive language skills predicted symbolic understanding as reflected in picture comprehension and how language skills inter-related with social skills. LT and TD children were tested on a picture comprehension task that manipulated the availability of verbal labels at 2.0-2.4 years and 3.5-3.9 years of age. Although all children improved in accuracy over time as expected, TD children exhibited an advantage over LT children, despite both groups using verbal labels to inform their mapping of picture-object relationships. Receptive and expressive vocabulary also differed in their contribution at different ages; receptive vocabulary predicted performance at ∼2.0 years of age, and expressive vocabulary predicted performance at ∼3.5 years of age. Task performance at 3.5 years was predicted by earlier receptive vocabulary, but this effect was largely mediated by concurrent expressive vocabulary. Social ability across the whole sample at ∼2.0 years also predicted and mediated the effect of receptive vocabulary on concurrent task performance. These findings suggest that LT children may have delays in developing picture comprehension over time and also that social ability and language skills may differentially relate to symbolic understanding at key moments across development.
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Affiliation(s)
- Rachael W Cheung
- Department of Psychology, Lancaster University, Bailrigg, Lancaster LA1 4YF, UK; Psychology in Education Research Centre, Department of Education, University of York, York YO10 5DD, UK.
| | - Calum Hartley
- Department of Psychology, Lancaster University, Bailrigg, Lancaster LA1 4YF, UK
| | - Padraic Monaghan
- Department of Psychology, Lancaster University, Bailrigg, Lancaster LA1 4YF, UK
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Cheung RW, Hartley C, Monaghan P. Caregivers use gesture contingently to support word learning. Dev Sci 2021; 24:e13098. [PMID: 33550693 DOI: 10.1111/desc.13098] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Revised: 11/02/2020] [Accepted: 01/31/2021] [Indexed: 11/27/2022]
Abstract
Children learn words in environments where there is considerable variability, both in terms of the number of possible referents for novel words, and the availability of cues to support word-referent mappings. How caregivers adapt their gestural cues to referential uncertainty has not yet been explored. We tested a computational model of cross-situational word learning that examined the value of a variable gesture cue during training across conditions of varying referential uncertainty. We found that gesture had a greater benefit for referential uncertainty, but unexpectedly also found that learning was best when there was variability in both the environment (number of referents) and gestural cue use. We demonstrated that these results are reflected behaviourally in an experimental word-learning study involving children aged 18-24-month-olds and their caregivers. Under similar conditions to the computational model, caregivers not only used gesture more when there were more potential referents for novel words, but children also learned best when there was some referential ambiguity for words. Thus, caregivers are sensitive to referential uncertainty in the environment and adapt their gestures accordingly, and children are able to respond to environmental variability to learn more robustly. These results imply that training under variable circumstances may actually benefit learning, rather than hinder it.
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Affiliation(s)
| | | | - Padraic Monaghan
- Lancaster University, Lancaster, UK.,University of Amsterdam, Amsterdam, The Netherlands
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Abstract
SummaryPerinatal psychiatry is a relatively new subspecialty and controversy exists about such specialist provision. Differences can occur in how mental illnesses present in pregnancy, and there is a need to take into account both mother and baby. The risks of not treating perinatal mental illness can be both acute and chronic, and suicide in the context of untreated illness remains a leading indirect cause of maternal mortality. Despite the government's agenda of preventive healthcare, service provision is inequitable across the UK. Advice regarding treatment continues to be complex, and perinatal psychiatrists need to keep abreast of a growing evidence base. This review offers an overview of some current issues in the care of patients in the perinatal period and shows how specialised perinatal services are uniquely placed to meet their needs. Hopefully, it will prove useful to all clinicians responsible for the perinatal care of women and their families.
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