Parental report as a source of information about communicative development in infants and toddlers

1996 ◽  
Vol 19 ◽  
pp. 278
Author(s):  
Larry Fenson
Keyword(s):  
Parental Report ◽  
Infants And Toddlers ◽  
Communicative Development ◽  
Source Of Information

Early lexical development in Spanish-speaking infants and toddlers

1993 ◽  
Vol 20 (3) ◽  
pp. 523-549 ◽  
Author(s):  
Donna Jackson-Maldonado ◽  
Donna Thal ◽  
Virginia Marchman ◽  
Elizabeth Bates ◽  
Vera Gutierrez-Clellen
Keyword(s):  
Reliability And Validity ◽  
Parent Report ◽  
Infants And Toddlers ◽  
Personal Interview ◽  
Waiting Room ◽  
Lexical Development ◽  
Spanish Speaking ◽  
Communicative Development ◽  
English Speaking ◽  
Spanish Language Acquisition

ABSTRACTThis paper describes the early lexical development of a group of 328 normal Spanish-speaking children aged 0;8 to 2;7. First the development and structure of a new parent report instrument,Inventario del Desarollo de Habilidades Communcativasis described. Then five studies carried out with the instrument are presented. In the first study vocabulary development of Spanish-speaking infants and toddlers is compared to that of English-speaking infants and toddlers. The English data were gathered using a comparable parental report, theMacArthur Communicative Development Inventories. In the second study the general characteristics of Spanish language acquisition, and the effects of various demographic factors on that process, are examined. Study 3 examines the differential effects of three methods of collecting the data (mail-in, personal interview, and clinic waiting room administration). Studies 4 and 5 document the reliability and validity of the instrument. Results show that the trajectories of development are very similar for Spanish-and English-speaking children in this age range, that children from varying social groups develop similarly, and that mail-in and personal interview administration techniques produce comparable results. Inventories administered in a medical clinic waiting room, on the otherhand, produced lower estimates of toddler vocabulary than the other two models.

The relation of input factors to lexical learning by bilingual infants

1997 ◽  
Vol 18 (1) ◽  
pp. 41-58 ◽  
Author(s):  
Barbara Z. Pearson ◽  
Sylvia C. Fernandez ◽  
Vanessa Lewedeg ◽  
D.Kimbrough Oller
Keyword(s):  
Vocabulary Learning ◽  
Parent Report ◽  
Minority Language ◽  
Bilingual Child ◽  
Communicative Development ◽  
Language Exposure ◽  
Lexical Learning ◽  
Language Input ◽  
Unique Source ◽  
Source Of Information

ABSTRACTThe bilingual child is seen as a unique source of information about the relation between input and intake. The strength of the association between language exposure estimates and vocabulary learning was examined for 25 simultaneous bilingual infants (ages 8 to 30 months) with differing patterns of exposure to the languages being learned. Using the MacArthur Communicative Development Inventories, standardized parent report forms in English and Spanish, the percentage of all words that were known in each language was calculated and then plotted against the estimates of language input (also in percentages). A significant correlation was found, r(25)= .82, p < .001. The correlation was also strong when examined point-by-point, even for children whose language environments changed by more than 20%; between observations, although it was not reliable at lower levels of exposure to Spanish. Especially for children with less input in the minority language, the factors which appeared to affect the strength of the association between input and amount learned in a language are discussed.

scholarly journals What is ‘word understanding’ for the parent of a one-year-old? Matching the difficulty of a lexical comprehension task to parental CDI report

2008 ◽  
Vol 36 (4) ◽  
pp. 895-908 ◽  
Author(s):  
SUZY STYLES ◽  
KIM PLUNKETT
Keyword(s):  
Parental Report ◽  
Identification Task ◽  
Comprehension Task ◽  
Communicative Development ◽  
Item Level ◽  
Image Pairs ◽  
One Year ◽  
Infant Behaviour

ABSTRACTIs parental report of comprehension valid for individual words? If so, how well must an infant know a word before their parents will report it as ‘understood’? We report an experiment in which parental report predicts infant performance in a referent identification task at 1 ; 6. Unlike in previous research of this kind (i.e. Houston-Price, Mather & Sakkalou, 2007), infants saw items only once, and image pairs were taxonomic sisters. The match between parental report and infant behaviour provides evidence of the item-level accuracy of both measures of lexical comprehension, and informs our understanding of how British parents interpret standardized Communicative Development Inventories (CDIs).

A Screening Version of the Swedish Communicative Development Inventories Designed for Use With 18-Month-Old Children

2002 ◽  
Vol 45 (5) ◽  
pp. 948-960 ◽  
Author(s):  
Mårten Eriksson ◽  
Monica Westerlund ◽  
Eva Berglund
Keyword(s):  
Response Rate ◽  
Assessment Procedure ◽  
Community Health Care ◽  
Parental Report ◽  
Descriptive Data ◽  
Swedish Version ◽  
Communicative Skills ◽  
Communicative Development ◽  
Parental Reports ◽  
Communicative Gestures

An instrument designed to assess young children's communicative skills at 18 months is described. The instrument consists of a 103-item parental report checklist based on the Swedish version of the Communicative Development Inventories (SECDI). We present descriptive data from a study at the Swedish Community Health Care Centres, including parental reports of 1021 18-month-old children. The response rate was 88%. Performance at the 10th percentile consisted of 8 communicative gestures, 45 comprehended words, and 7 spoken words. The overall results indicate that the instrument is reliable and has validity approximating that of the SECDI. Furthermore, parents of the children with the poorest vocabulary indicated approval of the assessment procedure in interviews especially directed to this group.

scholarly journals LATVIAN ADAPTATION OF MCARTHUR-BATES COMMUNICATIVE DEVELOPMENT INVENTORIES

2016 ◽  
Vol 2 ◽  
pp. 487
Author(s):  
Anna Vulāne ◽  
Olga Urek ◽  
Dace Markus
Keyword(s):  
Language Development ◽  
Native Language ◽  
Language Assessment ◽  
Assessment Tools ◽  
Parental Report ◽  
Research Project ◽  
Preliminary Results ◽  
Communicative Development ◽  
Lexical Items ◽  
Communicative Gestures

The article discusses the methodology and the preliminary results of the research project entitled “Latvian language in Monolingual and Bilingual Acquisition: tools, theories and applications” (LAMBA). The project involves 25 researchers – linguists, educators, psychologists – from five institutions in Latvia and Norway, and focuses on phonological, lexical and morphosyntactic acquisition of Latvian as a native language in monolingual and bilingual settings. One of the main goals of the project is to develop a set of norm-referenced language assessment tools that would allow for accurate and time-efficient evaluation of language development in pre-school children.The article will focus specifically on the Latvian adaptation of MacArthur-Bates Communicative Development Inventories – a parental report tool that assesses the development of receptive and productive vocabulary, and certain aspects of grammar. Two CDI forms were adapted in the project: CDI Words and Gestures designed for use with children between 8 and 16 months of age, and CDI Words and Sentences designed for 16- to 36-month old children. Each CDI form contains extensive and language-specific checklists of lexical items, communicative gestures and grammatical constructions.

scholarly journals Vocabulary size, translation equivalents, and efficiency in word recognition in very young bilinguals

2015 ◽  
Vol 43 (4) ◽  
pp. 760-783 ◽  
Author(s):  
JACQUELINE LEGACY ◽  
PASCAL ZESIGER ◽  
MARGARET FRIEND ◽  
DIANE POULIN-DUBOIS
Keyword(s):  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Word Retrieval ◽  
Parental Report ◽  
Vocabulary Size ◽  
Word Comprehension ◽  
English Bilingual ◽  
Communicative Development ◽  
Vocabulary Comprehension ◽  
L1 And L2

ABSTRACTThe present study examined early vocabulary development in fifty-nine French monolingual and fifty French–English bilingual infants (1;4–1;6). Vocabulary comprehension was assessed using both parental report (MacArthur-Bates Communicative Development Inventory; CDI) and the Computerized Comprehension Task (CCT). When assessing receptive vocabulary development using parental report, the bilinguals knew more words in their L1 versus their L2. However, young bilinguals were as accurate in L1 as they were in L2 on the CCT, and exhibited no difference in speed of word comprehension across languages. The proportion of translation equivalents in comprehension varied widely within this sample of young bilinguals and was linked to both measures of vocabulary size but not to speed of word retrieval or exposure to L2. Interestingly, the monolinguals outperformed the bilinguals with respect to accuracy but not reaction time in their L1 and L2. These results highlight the importance of using multiple measures to assess early vocabulary development.

scholarly journals Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

2004 ◽  
Vol 31 (3) ◽  
pp. 587-608 ◽  
Author(s):  
BARBARA ALEXANDER PAN ◽  
MEREDITH L. ROWE ◽  
ELIZABETH SPIER ◽  
CATHERINE TAMIS-LEMONDA
Keyword(s):  
Rural Communities ◽  
Predictive Validity ◽  
Low Income ◽  
Short Form ◽  
Receptive Vocabulary ◽  
Parental Report ◽  
Communicative Development ◽  
Language Assessments ◽  
Low Income Families ◽  
Language Measures

This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2;0 and accounted for unique variance in PPVT at age 3;0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed.

Gender differences in language development in French Canadian children between 8 and 30 months of age

2009 ◽  
Vol 30 (4) ◽  
pp. 685-707 ◽  
Author(s):  
CAROLINE BOUCHARD ◽  
NATACHA TRUDEAU ◽  
ANN SUTTON ◽  
MARIE-CLAUDE BOUDREAULT ◽  
JOANE DENEAULT
Keyword(s):  
Gender Differences ◽  
Normative Data ◽  
Parental Report ◽  
French Canadian ◽  
French Version ◽  
Canadian French ◽  
Communicative Development ◽  
Quebec French ◽  
Qualitative Level ◽  
Report Measure

ABSTRACTThe purpose of this article is to examine the language of girls and boys between 8 and 30 months of age, using the Quebec French version of The MacArthur Communicative Development Inventories. The findings from this parental report measure confirm those of earlier research, which showed the linguistic superiority of girls over boys at a young age. More specifically, the results show that girls produce significantly more words than boys; their utterances contain a greater number of grammatical forms, and are more complex syntactically. On the qualitative level, the data illustrate distinctive characteristics associated with gender in the acquisition of the first 100 words. These findings suggest that caution is necessary when assessing young children to interpret performance in light of factors that may contribute to it, including gender. These results are discussed in light of whether separate normative data are warranted for young boys and girls learning Canadian French.

scholarly journals Characteristics of early vocabulary and grammar development in Slovenian-speaking infants and toddlers: a CDI-adaptation study*

2012 ◽  
Vol 40 (4) ◽  
pp. 779-798 ◽  
Author(s):  
LJUBICA MARJANOVIČ-UMEK ◽  
URŠKA FEKONJA-PEKLAJ ◽  
ANJA PODLESEK
Keyword(s):  
Large Body ◽  
Quadratic Function ◽  
Infants And Toddlers ◽  
Grammatical Structure ◽  
Communicative Development ◽  
Grammatical Complexity ◽  
First Time ◽  
Grammar Development

ABSTRACTA large body of research shows that vocabulary does not develop independently of grammar, representing a better predictor of the grammatical complexity of toddlers' utterances than age. This study examines for the first time the characteristics of vocabulary and grammar development in Slovenian-speaking infants and toddlers using the Slovenian adaptation of the MacArthur-Bates Communicative Development Inventories (CDI). The sample included 512 Slovenian-speaking infants and toddlers aged 0 ; 8 to 2 ; 6. The findings suggest that between age 0 ; 8 and 2 ; 6 the development of vocabulary is best described using a quadratic function. The results also show that nouns predominate in the vocabularies of infants and toddlers of various ages; as they age and with the increasing size of their vocabularies, the share of interjections decreases and the share of verbs and adjectives increases. The size of vocabulary was also found to be related to the grammatical structure of toddlers' utterances.

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