Characterizing changes in parent labelling and gesturing and their relation to early communicative development

2004 ◽  
Vol 31 (4) ◽  
pp. 821-835 ◽  
Author(s):  
LAURA L. NAMY ◽  
SUSAN A. NOLAN
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Critical Point ◽  
Vocabulary Development ◽  
Free Play ◽  
Communicative Development ◽  
Parental Input ◽  
Over Time ◽  
Parent Child

In a longitudinal study, 17 parent–child dyads were observed during free-play when the children were 1;0, 1;6, and 2;0. Parents' labelling input in the verbal and gestural modalities was coded at each session, and parents completed a vocabulary checklist for their children at each visit. We analysed how the frequency of labelling in the verbal and gestural modalities changed across observation points and how changes in parental input related to children's vocabulary development. As a group, parents' verbal labelling remained constant across sessions, but gestural labelling declined at 2;0. However, there are notable individual differences in parental trajectories in both modalities. Parents whose verbal labelling frequency increased over time had children whose vocabulary grew more slowly than those whose labelling frequency decreased, remained constant, or peaked at 1;6. There were few systematic relations between patterns of parental gesturing and children's vocabulary development. Parents' verbal and gestural labelling patterns also appeared dissociable. However, parents' words and gestures were correlated when their children were 1;6, suggesting that gestures serve an important bootstrapping function at a critical point in children's vocabulary development.

scholarly journals Infant-directed speech from seven to nineteen months has similar acoustic properties but different functions

2018 ◽  
Vol 45 (5) ◽  
pp. 1035-1053 ◽  
Author(s):  
Marina KALASHNIKOVA ◽  
Denis BURNHAM
Keyword(s):  
Longitudinal Study ◽  
Vocabulary Development ◽  
Speech Quality ◽  
Acoustic Properties ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Communicative Development ◽  
Three Components

AbstractThis longitudinal study assessed three acoustic components of maternal infant-directed speech (IDS) – pitch, affect, and vowel hyperarticulation – in relation to infants’ age and their expressive vocabulary size. These three individual components were measured in IDS addressed to infants at 7, 9, 11, 15, and 19 months (N = 18). All three components were exaggerated at all ages in mothers’ IDS compared to their adult-directed speech. Importantly, the only significant predictor of infants’ expressive vocabulary size at 15 and 19 months was vowel hyperarticulation, but only at 9 months and beyond, not at 7 months, and not pitch or affect at any age. These results set apart vowel hyperarticulation in IDS to infants as the critical IDS component for vocabulary development. Thus IDS, specifically the degree of vowel hyperarticulation therein, is a vehicle by which parents can provide the most optimal speech quality for their infants’ linguistic and communicative development.

Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study

2016 ◽  
Vol 44 (2) ◽  
pp. 457-479 ◽  
Author(s):  
LJUBICA MARJANOVIČ-UMEK ◽  
URŠKA FEKONJA-PEKLAJ ◽  
GREGOR SOČAN
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Parental Education ◽  
Vocabulary Development ◽  
Shared Reading ◽  
Developmental Changes ◽  
Sentence Complexity ◽  
Mean Length Of Utterance

AbstractThe aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

Personality development from childhood to adolescence: A longitudinal study of ego-control and ego-resiliency in Sweden

2006 ◽  
Vol 30 (4) ◽  
pp. 338-343 ◽  
Author(s):  
Susan S. Chuang ◽  
Michael E. Lamb ◽  
C. Philip Hwang
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Behavior Problems ◽  
External Validity ◽  
Externalizing Behavior ◽  
Personality Development ◽  
Children First ◽  
Internalizing And Externalizing ◽  
Over Time ◽  
Ego Resiliency

We investigated the development of ego-control (EC) and ego-resiliency (ER) over a 13-year period in a cohort of Swedish children first assessed at 2 years of age. Children became more ego-controlled over time although individual differences in EC remained stable. Children’s levels of resiliency increased from 2 to 3 years of age and then declined when they were 7 and 8 years of age. Boys continued to become less resilient in adolescence whereas girls became more resilient. Individual differences in boys’ resiliency levels were more stable over the 13-year span than girls’. The inter-correlations between EC and ER were only significant for boys at 2 and 15 years of age. The external validity of EC and ER was demonstrated by significant associations with ratings of the children’s adaptation to school as well as with their measures of their internalizing and externalizing behavior problems.

Functions of Turkish evidentials in early child–caregiver interactions: a growth curve analysis of longitudinal data

2018 ◽  
Vol 45 (4) ◽  
pp. 878-899 ◽  
Author(s):  
Berna A. UZUNDAG ◽  
Süleyman S. TAŞÇI ◽  
Aylin C. KÜNTAY ◽  
Ayhan AKSU-KOÇ
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Growth Curve ◽  
Pretend Play ◽  
Curve Analysis ◽  
Informational Content ◽  
Low Ses ◽  
Growth Curve Analysis ◽  
Over Time ◽  
Child Caregiver

AbstractIn languages with evidential marking, utterances consist of an informational content and a specification of the mode of access to that information. In this first longitudinal study investigating the acquisition of the Turkish evidential marker −mIş in naturalistic child–caregiver interactions, we examined six children between 8 and 36 months of age. We charted individual differences in child and caregiver speech over time by conducting growth curve analyses. Children followed a similar course of acquisition in terms of the proportion of the marker in overall speech. However, children exhibited differences with respect to the order of emergence of different evidential functions (e.g., inference, hearsay), where each child showed a unique pattern irrespective of the frequency in caregiver input. Nonfactual use of the marker was very frequent in child and caregiver speech, where high-SES caregivers mostly produced the marker during story-telling and pretend play, and low-SES caregivers for regulating the child's behavior.

scholarly journals Early Vocabulary Development of Australian Indigenous Children: Identifying Strengths

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
Brad M. Farrant ◽  
Carrington C. J. Shepherd ◽  
Roz D. Walker ◽  
Glenn C. Pearson
Keyword(s):  
Longitudinal Study ◽  
Vocabulary Development ◽  
Book Reading ◽  
Indigenous Language ◽  
Children's Books ◽  
Children’S Books ◽  
Oral Storytelling ◽  
Indigenous Children ◽  
Books In The Home ◽  
Parent Child

The current study sought to increase our understanding of the factors involved in the early vocabulary development of Australian Indigenous children. Data from the Longitudinal Study of Indigenous Children were available for 573 Indigenous children (291 boys) who spoke English (M=37.0 months, SD=5.4 months, at wave 3). Data were also available for 86 children (51 boys) who spoke an Indigenous language (M=37.1 months, SD=6.0 months, at wave 3). As hypothesised, higher levels of parent-child book reading and having more children’s books in the home were associated with better English vocabulary development. Oral storytelling in Indigenous language was a significant predictor of the size of children’s Indigenous vocabulary.

scholarly journals The Stability of Daily Situation Experiences

2020 ◽  
Author(s):  
Katherine M. Finnigan
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Individual Difference ◽  
Sampling Method ◽  
Daily Life ◽  
Rank Order ◽  
Secondary Analysis ◽  
The Stability ◽  
And Behavior ◽  
Over Time

How stable are people’s day-to-day lives? It is now well-established that personality traits and behavior are quite stable over time (Roberts & DelVecchio, 2000). Several theories of personality suggest that the stability of one’s environment contributes to the stability of personality. However, little is known about the extent to which features of people’s daily environments are stable. In this secondary analysis, I examined the rank-order stability of individual differences in features of daily situations in a 2-year longitudinal study of daily life (N = 387). I analyzed three waves of two-week Experience Sampling Method (ESM) assessments of daily situation experiences, personality states, and behavior. ESM open responses were also coded for the DIAMONDS characteristics in the first two waves of ESM assessment. Personality states were found to be stable from year-to-year (M Stability = .63). Situated experiences (e.g., familiarity) were found to be about as stable as personality states. Activities (e.g., at home) and the eight DIAMONDS characteristics were found to be less stable than personality and situated experiences, but still showed moderate stability. These findings suggest that situation experience may be a viable individual difference and that the stability of environments may contribute to the stability of behavior, and vice versa.

Infant-directed speech as a simplified but not simple register: a longitudinal study of lexical and syntactic features

2019 ◽  
Vol 47 (1) ◽  
pp. 22-44
Author(s):  
Giuliana GENOVESE ◽  
Maria SPINELLI ◽  
Leonor J. ROMERO LAURO ◽  
Tiziana AURELI ◽  
Giulia CASTELLETTI ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Free Play ◽  
First Year ◽  
Syntactic Complexity ◽  
High Occurrence ◽  
Syntactic Features ◽  
Play Interactions ◽  
Vocal Productions ◽  
Over Time

AbstractInfant-directed speech (IDS) is a specific register that adults use to address infants, and it is characterised by prosodic exaggeration and lexical and syntactic simplification. Several authors have underlined that this simplified speech becomes more complex according to the infant's age. However, there is a lack of studies on lexical and syntactic modifications in Italian IDS during the first year of an infant's life. In the present study, 80 mother–infant dyads were longitudinally observed at 3, 6, 9, and 12 months during free-play interactions. Maternal vocal productions were subsequently coded. The results show an overall low lexical variability and syntactic complexity that identify speech to infants as a simplified register; however, the high occurrence of complex items and well-structured utterances suggests that IDS is not simple speech. Moreover, maternal IDS becomes more complex over time, but not linearly, with a maximum simplification in the second half of the first year.

Processes in language acquisition: the roles of gender, attention, and maternal encouragement of attention over time

2002 ◽  
Vol 29 (3) ◽  
pp. 519-543 ◽  
Author(s):  
JAN KARRASS ◽  
JULIA M. BRAUNGART-RIEKER ◽  
JENNIFER MULLINS ◽  
JENNIFER BURKE LEFEVER
Keyword(s):  
Longitudinal Study ◽  
Language Acquisition ◽  
Language Skills ◽  
Parent Report ◽  
Free Play ◽  
Multiple Regressions ◽  
Development Of Language ◽  
Verbal Encouragement ◽  
Attention Level ◽  
Over Time

This longitudinal study including 87 infant–mother dyads examined the relation between infant temperamental attention, maternal encouragement of attention, language, and the effects of gender. At ages 0;4, 0;8, and 1;0, global attention was assessed from Rothbart's (1981) IBQ; manipulative exploration was assessed with the Bayley (1969) IBR; and maternal verbal, visual and physical encouragement of attention were coded from 5 minutes of mother–infant free-play. At 1;0, language was measured using language items from the Bayley Mental Scale and parent-report items from Hendrick, Prather & Tobin's (1984) SICD-Revised. Multiple regressions indicated that gender, infants’ manipulative exploration and maternal physical encouragement of attention at 0;4, and maternal verbal encouragement of attention at 1;0, were all positively related to language at 1;0. Interactions indicated that girls high in 0;8 or 1;0 manipulative exploration had more advanced language skills than girls low in manipulative exploration or than boys, regardless of their attention level. Additionally, maternal verbal encouragement of attention appears to be particularly salient in the development of language for boys.

scholarly journals No evidence of an association between parental mind-mindedness at 9 months and language development at either 9 or 25 months in Swedish infants

2021 ◽  
pp. 014272372110359
Author(s):  
Sandra Nyberg ◽  
Mary Rudner ◽  
Peter Mattila ◽  
Mikael Heimann
Keyword(s):  
Language Development ◽  
Cultural Context ◽  
Empirical Studies ◽  
Free Play ◽  
Cross Cultural ◽  
Methodological Issues ◽  
Parent Questionnaire ◽  
Communicative Development ◽  
Development Outcomes ◽  
Parent Child

Mind-mindedness (MM), the parent’s propensity to treat their young child as an individual with a mind of their own, has repeatedly been found to be positively associated with subsequent child development outcomes. In the current Swedish study, the first aim was to investigate the main features of MM in this cultural context and the second aim was to investigate its association with early child language development. Sixty-three parent-child dyads participated. MM was assessed by videotaped laboratory-based parent-child dyad free-play sessions. Language development was assessed using the parent questionnaire Swedish Early Communicative Development Inventory (SECDI), a Swedish adaptation of the internationally used MacArthur-Bates Communicative Development Inventories (MB-CDI). The ratio between Appropriate MM and Non-attuned MM was 4:1 and there was no statistically significant correlation between these two variables. There were no statistically significant correlations between Total MM or Appropriate MM and language ability ratings at either 9 or 25 months. This may be due to methodological issues concerning elicitation of MM in a Swedish context. We emphasize the importance of further theoretical and empirical studies of cross-cultural validation of MM.

Investment Traits and Intelligence in Adulthood

2013 ◽  
Vol 34 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Sophie von Stumm
Keyword(s):  
Individual Differences ◽  
Personality Traits ◽  
Fluid Intelligence ◽  
Need For Cognition ◽  
Openness To Experience ◽  
Intelligence Tests ◽  
Crystallized Intelligence ◽  
New Knowledge ◽  
The Relationship ◽  
Over Time

Intelligence-as-knowledge in adulthood is influenced by individual differences in intelligence-as-process (i.e., fluid intelligence) and in personality traits that determine when, where, and how people invest their intelligence over time. Here, the relationship between two investment traits (i.e., Openness to Experience and Need for Cognition), intelligence-as-process and intelligence-as-knowledge, as assessed by a battery of crystallized intelligence tests and a new knowledge measure, was examined. The results showed that (1) both investment traits were positively associated with intelligence-as-knowledge; (2) this effect was stronger for Openness to Experience than for Need for Cognition; and (3) associations between investment and intelligence-as-knowledge reduced when adjusting for intelligence-as-process but remained mostly significant.

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