scholarly journals Do early noun and verb production predict later verb and noun production? Theoretical implications

2016 ◽  
Vol 44 (2) ◽  
pp. 480-495 ◽  
Author(s):  
EMIDDIA LONGOBARDI ◽  
PIETRO SPATARO ◽  
DIANE L. PUTNICK ◽  
MARC H. BORNSTEIN
Keyword(s):  
Longitudinal Study ◽  
Parent Report ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Semantic Constraints ◽  
Lexical Categories ◽  
Relative Dominance ◽  
Second Year Of Life ◽  
Report Data ◽  
Second Year

AbstractMany studies have addressed the question of the relative dominance of nouns over verbs in the productive vocabularies of children in the second year of life. Surprisingly, cross-class (noun-to-verb and verb-to-noun) relations between these two lexical categories have seldom been investigated. The present longitudinal study employed observational and parent-report data obtained from thirty mother–child dyads at 1;4, 1;8, and 2;0 to examine this issue. Both the Natural Partitions/Relational Relativity (NP/RR) hypothesis and the Emergentist Coalition Model (ECM) predict that having an initial repertoire of common nouns should facilitate the acquisition of novel verbs, whereas only the ECM suggests that children exploit the syntactic and semantic constraints of known verbs to infer the meaning of novel nouns. In line with the ECM, hierarchical regression analyses indicated that the percentages of nouns produced by children at 1;4 predicted later verbs at 1;8, whereas the percentages of verbs produced at 1;8 predicted later nouns at 2;0.

scholarly journals Consistency and Variability in Children’s Word Learning Across Languages

Open Mind ◽  
2019 ◽  
Vol 3 ◽  
pp. 52-67 ◽  
Author(s):  
Mika Braginsky ◽  
Daniel Yurovsky ◽  
Virginia A. Marchman ◽  
Michael C. Frank
Keyword(s):  
Word Learning ◽  
Large Scale ◽  
Parent Report ◽  
Corpus Analysis ◽  
Function Words ◽  
Lexical Categories ◽  
Derived Properties ◽  
Report Data ◽  
And Function

Why do children learn some words earlier than others? The order in which words are acquired can provide clues about the mechanisms of word learning. In a large-scale corpus analysis, we use parent-report data from over 32,000 children to estimate the acquisition trajectories of around 400 words in each of 10 languages, predicting them on the basis of independently derived properties of the words’ linguistic environment (from corpora) and meaning (from adult judgments). We examine the consistency and variability of these predictors across languages, by lexical category, and over development. The patterning of predictors across languages is quite similar, suggesting similar processes in operation. In contrast, the patterning of predictors across different lexical categories is distinct, in line with theories that posit different factors at play in the acquisition of content words and function words. By leveraging data at a significantly larger scale than previous work, our analyses identify candidate generalizations about the processes underlying word learning across languages.

Development of Pointing Gestures in Children With Typical and Delayed Language Acquisition

2017 ◽  
Vol 60 (11) ◽  
pp. 3185-3197 ◽  
Author(s):  
Carina Lüke ◽  
Ute Ritterfeld ◽  
Angela Grimminger ◽  
Ulf Liszkowski ◽  
Katharina J. Rohlfing
Keyword(s):  
Longitudinal Study ◽  
Index Finger ◽  
Language Skills ◽  
Primary Caregivers ◽  
Language Delay ◽  
Communicative Development ◽  
Pointing Gestures ◽  
Second Year Of Life ◽  
Second Year ◽  
Gestural Input

Purpose This longitudinal study compared the development of hand and index-finger pointing in children with typical language development (TD) and children with language delay (LD). First, we examined whether the number and the form of pointing gestures during the second year of life are potential indicators of later LD. Second, we analyzed the influence of caregivers' gestural and verbal input on children's communicative development. Method Thirty children with TD and 10 children with LD were observed together with their primary caregivers in a seminatural setting in 5 sessions between the ages of 12 and 21 months. Language skills were assessed at 24 months. Results Compared with children with TD, children with LD used fewer index-finger points at 12 and 14 months but more pointing gestures in total at 21 months. There were no significant differences in verbal or gestural input between caregivers of children with or without LD. Conclusions Using more index-finger points at the beginning of the second year of life is associated with TD, whereas using more pointing gestures at the end of the second year of life is associated with delayed acquisition. Neither the verbal nor gestural input of caregivers accounted for differences in children's skills.

scholarly journals CHILD AND MOTHER PLAY IN SOUTH KOREA: A LONGITUDINAL STUDY ACROSS THE SECOND YEAR OF LIFE

PSYCHOLOGIA ◽  
2008 ◽  
Vol 51 (1) ◽  
pp. 14-27 ◽  
Author(s):  
Keumjoo KWAK ◽  
Diane L. PUTNICK ◽  
Marc H. BORNSTEIN
Keyword(s):  
Longitudinal Study ◽  
South Korea ◽  
Second Year Of Life ◽  
Second Year

Emotionality in Early Infancy Predicts Temperament through the Second Year of Life

2000 ◽  
Vol 19 (3) ◽  
pp. 213-227 ◽  
Author(s):  
Carroll E. Izard ◽  
Teri Brown Lawler ◽  
O. Maurice Haynes ◽  
Robert F. Simons ◽  
Stephen W. Porges
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Early Infancy ◽  
Normal Children ◽  
Individual Traits ◽  
Second Year Of Life ◽  
Second Year

Several theories maintain that temperament, personality, or individual differences in behavior are rooted in emotions. The present longitudinal study of sixty-three normal children supported this premise. We found substantial stability from early infancy to age two years for a broad range of emotion-related variables—objectively coded emotion expressions, indexes of cardiac functioning, mother's ratings of temperament. Indexes of these variables provide an early window on the development of stable individual traits. Emotion variables measured in early infancy predicted temperament scores at thirteen, eighteen, and twenty-four months of age.

scholarly journals Bicycling to School During the Transition From Childhood Into Adolescence: A Six-Year Longitudinal Study

2012 ◽  
Vol 24 (3) ◽  
pp. 369-383 ◽  
Author(s):  
Greet M. Cardon ◽  
Lea R.D. Maes ◽  
Leen L. Haerens ◽  
Ilse M.M. De Bourdeaudhuij
Keyword(s):  
Longitudinal Study ◽  
Average Duration ◽  
Self Report ◽  
School Level ◽  
Regression Analyses ◽  
Multilevel Regression ◽  
Time Points ◽  
Report Data ◽  
Self Report Data ◽  
Over Time

Little is known about bicycling to school as children age. At baseline (2002) self-report data from 1070 children were gathered (51.9% boys; mean age: 10 years). The measurements were repeated in 2003 (n = 1039), 2004 (n = 907), 2005 (n = 549) and 2008 (n = 515). The rates of children bicycling to school significantly varied across time points from 46% at the age of ten, 69% at the age of 11, 83% at the age of 12, 70% at the age of 13 toward 78% at the age of 16. Starting from the age of 11, the average duration of time spent bicycling to school significantly increased over time. According to multilevel regression analyses 13.6% of the variance in rates of bicycling to school was situated at the school level, 39.6% at the pupil level and 46.7% at the measurement level. The differences in rates and durations across time points were independent from gender, BMI, SES and having siblings. Pupils engaging in bicycling to school at younger ages had a higher change of engaging in bicycling to school at 16 years old (ORs: 2.69–7.61; ICC bicycling rates: 0.46, ICC bicycling durations: 0.82). This finding emphasizes the need for promoting bicycling to school at young age.

scholarly journals Consistency and variability in children's word learning across languages

2017 ◽  
Author(s):  
Mika Braginsky ◽  
Daniel Yurovsky ◽  
Virginia A. Marchman ◽  
Michael C. Frank
Keyword(s):  
Word Learning ◽  
Large Scale ◽  
Parent Report ◽  
Corpus Analysis ◽  
Function Words ◽  
Lexical Categories ◽  
Derived Properties ◽  
Report Data ◽  
And Function

Why do children learn some words earlier than others? The order in which words are acquired can provide clues about the mechanisms of word learning. In a large-scale corpus analysis, we use parent-report data from over 32,000 children to estimate the acquisition trajectories of around 400 words in each of 10 languages, predicting them on the basis of independently-derived properties of the words' linguistic environment (from corpora) and meaning (from adult judgments). We examine the consistency and variability of these predictors across languages, by lexical category, and over development. The patterning of predictors across languages is quite similar, suggesting similar processes in operation. In contrast, the patterning of predictors across different lexical categories is distinct, in line with theories that posit different factors at play in the acquisition of content words and function words. By leveraging data at a significantly larger scale than previous work, our analyses identify candidate generalizations about the processes underlying word learning across languages.

Relation of melody complexity in infants' cries to language outcome in the second year of life: A longitudinal study

2007 ◽  
Vol 21 (11-12) ◽  
pp. 961-973 ◽  
Author(s):  
Kathleen Wermke ◽  
Daniel Leising ◽  
Angelika Stellzig‐Eisenhauer
Keyword(s):  
Longitudinal Study ◽  
Second Year Of Life ◽  
Language Outcome ◽  
Second Year

In Search of the Prosocial Personality

2019 ◽  
Vol 40 (1) ◽  
pp. 55-62 ◽  
Author(s):  
Anja Wertag ◽  
Denis Bratko
Keyword(s):  
Prosocial Behavior ◽  
Personality Traits ◽  
Significant Proportion ◽  
Dark Triad ◽  
Self Report ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
The Relationship

Abstract. Prosocial behavior is intended to benefit others rather than oneself and is positively linked to personality traits such as Agreeableness and Honesty-Humility, and usually negatively to the Dark Triad traits (i.e., Machiavellianism, narcissism, and psychopathy). However, a significant proportion of the research in this area is conducted solely on self-report measures of prosocial behavior. Therefore, the aim of this study was to investigate the relationship between prosociality and the basic (i.e., HEXACO) and dark personality traits, comparing their contribution in predicting both self-reported prosociality and prosocial behavior. Results of the hierarchical regression analyses showed that the Dark Triad traits explain prosociality and prosocial behavior above and beyond the HEXACO traits, emphasizing the importance of the Dark Triad in the personality space.

Perceived Realism of Television Medical Dramas and Perceptions About Physicians

2011 ◽  
Vol 23 (3) ◽  
pp. 141-148 ◽  
Author(s):  
Hyunyi Cho ◽  
Kari Wilson ◽  
Jounghwa Choi
Keyword(s):  
College Students ◽  
Three Dimensions ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Perceived Realism ◽  
Medical Dramas ◽  
Confirmatory Factor ◽  
Different Dimensions

This study investigated whether and how dimensions of perceived realism of television medical dramas are linked to perceptions of physicians. The three dimensions of perceived realism were considered: plausibility, typicality, and narrative consistency. Data from a survey of college students were examined with confirmatory factor analyses and hierarchical regression analyses. Across the three dramas (ER, Grey’s Anatomy, and House), narrative consistency predicted positive perceptions about physicians. Perceived plausibility and typicality of the medical dramas showed no significant association with perceptions about physicians. These results illustrate the importance of distinguishing different dimensions of perceived realism and the importance of narrative consistency in influencing social beliefs.

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