scholarly journals Developmental Variability and Developmental Cascades: Lessons From Motor and Language Development in Infancy

2021 ◽  
pp. 096372142199382
Author(s):  
Jana M. Iverson
Keyword(s):  
Language Development ◽  
Conceptual Framework ◽  
First Year ◽  
Language Abilities ◽  
Cascading Effects ◽  
Language System ◽  
First Year Of Life ◽  
Developing System ◽  
Lasting Change

The first year of life is punctuated by explosions of growth in motor and language abilities. This is not a coincidence. The notion of developmental cascades provides a conceptual framework for considering ways in which advances in one component of a developing system can exert far-reaching and lasting change in other domains. In this article, I review evidence for the cascading effects of early motor advances on the developing communication and language system and describe how differences in the timing of these advances may have consequences for these effects.

Listening and Language at 4 Years of Age

1992 ◽  
Vol 35 (3) ◽  
pp. 588-595 ◽  
Author(s):  
Judith S. Gravel ◽  
Ina F. Wallace
Keyword(s):  
Otitis Media ◽  
Cognitive Abilities ◽  
Speech Intelligibility ◽  
Test Procedure ◽  
First Year ◽  
Language Abilities ◽  
Standardized Measures ◽  
Cognitive Measure ◽  
Listening Task ◽  
First Year Of Life

The effect of early otitis media on preschoolers’ listening and language abilities was examined in a cohort of prospectively followed children. At 4 years of age, children considered otitis negative and otitis positive during the first year of life were examined using a speech-incompetition task and several standardized measures of language and cognitive function. An adaptive test procedure was used, with sentence materials from the Pediatric Speech Intelligibility Test (PSI) (Jerger & Jerger, 1984). Results indicated that children with positive histories of otitis media during the first year required a more advantageous signal-to-competition ratio to perform at 50% sentence intelligibility than did their otitis-negative peers. There was no interaction between birth status (high-risk or full-term) and adaptive PSI listening task outcome. No differences between the groups were found In either receptive or expressive language abilities or in cognitive abilities. Further, there was no relationship between any language or cognitive measure and the adaptive PSI result

scholarly journals Multimodal Study of Adult-Infant Interaction: A Review of Its Origins and Its Current Status

2016 ◽  
Vol 26 (65) ◽  
pp. 377-385 ◽  
Author(s):  
Soledad Carretero Pérez ◽  
Silvia Ana Español
Keyword(s):  
Conceptual Framework ◽  
Research Methods ◽  
Current Status ◽  
First Year ◽  
Central Topic ◽  
Interaction Studies ◽  
The Subject ◽  
First Year Of Life ◽  
Early Interaction

Abstract An interpretative review of research on adult-infant interactions involving the analysis of movement behaviors is presented, systematically linking previous studies to current research on the subject. Forty-two articles analyzing the dyad's interactive movement in the period 1970-2015 were found. Twelve papers were excluded, including only those that studied the phenomenon in the baby's first year of life. The results revealed that movement was a central topic in early interaction studies in the 70s. In the 1980's and 1990's, its study was marginal and it is currently resurging under the embodiment perspective. The conceptual framework and research methods used in the pioneering work are presented, and the thematic foci shared with current research are highlighted. Thus, essential keys are provided for the updated study of early interactions from a multimodal perspective.

scholarly journals Parents should keep talking to boost infant language development

2018 ◽  
Keyword(s):  
Socioeconomic Status ◽  
Language Development ◽  
Low Socioeconomic Status ◽  
Language Skills ◽  
First Year ◽  
Low Socioeconomic ◽  
Infant Language Development ◽  
Starting School ◽  
Infant Language ◽  
First Year Of Life

Children from low socioeconomic status (SES) backgrounds tend to have poorer language skills when starting school than those from higher SES backgrounds. Now, data shows that increasing the amount of “contingent talk”— whereby a caregiver talks about objects that an infant is directly focusing on — within an infant’s first year of life promotes a wide vocabulary later in infancy.

scholarly journals Language Skills of Young Children with Unilateral Cleft Lip and Palate following Infant Orthopedics: A Randomized Clinical Trial

2003 ◽  
Vol 40 (4) ◽  
pp. 356-362 ◽  
Author(s):  
Emmy M. Konst ◽  
Toni Rietveld ◽  
Herman F. M. Peters ◽  
Anne Marie Kuijpers-Jagtman
Keyword(s):  
Clinical Trial ◽  
Language Development ◽  
Cleft Lip ◽  
Cleft Lip And Palate ◽  
Language Skills ◽  
Expressive Language ◽  
Receptive Language ◽  
First Year ◽  
First Year Of Life ◽  
Infant Orthopedics

Objective To investigate the effects of infant orthopedics (IO) on the language skills of children with complete unilateral cleft lip and palate (UCLP). Design In a prospective randomized clinical trial (Dutchcleft), two groups of children with complete UCLP were followed up longitudinally: one group was treated with IO based on a modified Zurich approach in the first year of life (IO group); the other group did not receive this treatment (non-IO group). At the ages of 2, 2½, 3, and 6 years, language development was evaluated in 12 children (six IO and six non-IO). Receptive language skills were assessed using the Reynell test. Expressive language skills of the toddlers were evaluated by calculating mean length of utterance (MLU) and mean length of longest utterances (MLLU); in the 6-year-olds, the expressive language skills were measured using standardized Dutch language tests. Patients The participants had complete UCLP without soft tissue bands or other malformations. Results IO did not affect the receptive language skills. However, the expressive language measures MLU and MLLU were influenced by IO. At age 2½ and 3 years, the IO group produced longer utterances than the non-IO group. In the follow-up, the difference in expressive language between the two groups was no longer significant. Conclusions Children treated with IO during their first year of life produced longer sentences than non-IO children at the ages of 2½ and 3 years. At 6 years of age, both groups presented similar expressive language skills. Hence, IO treatment did not have long-lasting effects on language development.

Language Development in the First Year of Life

2016 ◽  
Vol 37 (2) ◽  
pp. e56-e62 ◽  
Author(s):  
Dani Levine ◽  
Kristina Strother-Garcia ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek
Keyword(s):  
Language Development ◽  
First Year ◽  
First Year Of Life

scholarly journals Vocal turn-taking in a non-human primate is learned during ontogeny

2015 ◽  
Vol 282 (1807) ◽  
pp. 20150069 ◽  
Author(s):  
Cecilia P. Chow ◽  
Jude F. Mitchell ◽  
Cory T. Miller
Keyword(s):  
Language Development ◽  
Language Evolution ◽  
Primate Species ◽  
First Year ◽  
Learning Mechanisms ◽  
Direct Role ◽  
Common Marmosets ◽  
Turn Taking ◽  
First Year Of Life ◽  
Vocal Interactions

Conversational turn-taking is an integral part of language development, as it reflects a confluence of social factors that mitigate communication. Humans coordinate the timing of speech based on the behaviour of another speaker, a behaviour that is learned during infancy. While adults in several primate species engage in vocal turn-taking, the degree to which similar learning processes underlie its development in these non-human species or are unique to language is not clear. We recorded the natural vocal interactions of common marmosets ( Callithrix jacchus ) occurring with both their sibling twins and parents over the first year of life and observed at least two parallels with language development. First, marmoset turn-taking is a learned vocal behaviour. Second, marmoset parents potentially played a direct role in guiding the development of turn-taking by providing feedback to their offspring when errors occurred during vocal interactions similarly to what has been observed in humans. Though species-differences are also evident, these findings suggest that similar learning mechanisms may be implemented in the ontogeny of vocal turn-taking across our Order, a finding that has important implications for our understanding of language evolution.

Fine-tuning of utterance length to preverbal infants: effects on later language development

1990 ◽  
Vol 17 (3) ◽  
pp. 511-525 ◽  
Author(s):  
Ann D. Murray ◽  
Jeanne Johnson ◽  
Jo Peters
Keyword(s):  
Language Development ◽  
Receptive Language ◽  
Fine Tuning ◽  
First Year ◽  
Language Abilities ◽  
Face To Face ◽  
Mean Length Of Utterance ◽  
Age Range ◽  
Preverbal Infants ◽  
Fine Tune

ABSTRACTThe purpose of this study was to determine (1) whether mothers simplify their speech during the second half of the first year of development when infants begin to comprehend words and use gestures to communicate intentionally, and (2) whether individual differences in mothers' speech adjustments influence their infants' later language acquisition. The subjects for the study were 14 mother-infant pairs from a medically low risk sample who were followed longitudinally. Mothers' mean length of utterance (MLU) was calculated from transcripts of face-to-face interaction when the infants were 0;3, 0;6, and 0;9 in age. Mothers who provided responsive and stimulating environments, as indicated by HOME scores, also reduced their MLU over the age range studied. Moreover, mothers' MLU adjustments during the first year were more predictive than the HOME scale in forecasting receptive language development at 1; 6. In contrast, expressive language abilities at 1; 6 were unrelated to the environmental variables measured but were predicted by child characteristics such as the infant's sex. These results suggest that a mother's ability to ‘fine-tune’ her early linguistic input may be predictive of her child's later receptive language functioning. Precursors of fine-tuning, such as maternal beliefs in reciprocity and infant object orientation, are discussed.

scholarly journals Impact of maternal depressive symptoms on the development of infant temperament: Cascading effects during the first year of life

2018 ◽  
Author(s):  
Silvia Rigato ◽  
Manuela Stets ◽  
Arielle Bonneville-Roussy ◽  
Karla Holmboe
Keyword(s):  
Depressive Symptoms ◽  
Short Form ◽  
Infant Temperament ◽  
Sensitive Period ◽  
First Year ◽  
Cascading Effects ◽  
Maternal Mood ◽  
Important Time ◽  
First Year Of Life ◽  
The Impact

Maternal depression is associated with a range of effects on child development, including difficult temperament. This longitudinal study investigated the impact of depressive symptoms (DS) that mothers experience after childbirth on infant negative affect (NA), as well as potential effects of infant NA on maternal DS, across the first year of life. In the study (N = 63), identical questionnaires (the Beck Depression Inventory II, and the Infant Behavior Questionnaire – Revised, Very Short Form) were administered at 2 weeks, 4, 6, and 9 months after birth. Using path analysis, we tested five different models that could explain the relationship between maternal DS and infant NA. The best-fitting model showed that the days immediately following childbirth represent an important time for the development of infant temperament as maternal mood impacts significantly on infant NA for at least 4 months after birth. This does not constitute a single sensitive period; a new predictive effect emerges around 4 months of age, suggesting cascading influences of maternal DS across the first 6 months of life. These results suggest a need for support should a mother experience DS, not only immediately after birth but throughout the early stages of parenting.

A SPEECH SCREENING PROCEDURE WITH THREE-YEAR-OLD CHILDREN

PEDIATRICS ◽  
1971 ◽  
Vol 48 (2) ◽  
pp. 268-276
Author(s):  
Miriam F. Fiedler ◽  
Eric H. Lenneberg ◽  
Ursula T. Rolfe ◽  
James E. Drorbaugh
Keyword(s):  
Language Development ◽  
Screening Procedure ◽  
First Year ◽  
Speech And Language ◽  
Failure Group ◽  
Screening Examination ◽  
Control Subjects ◽  
Speech And Language Development ◽  
First Year Of Life

A screening examination for use by nonprofessional interviewers in the home situation for evaluation of speech and language development of 3-year-old children was developed. The perinatal histories and developmental data for the first year of life were examined for 46 children who failed this screening examination and for 92 control subjects, matches for age, sex, and time of examination, who passed the screening examination. Significant differences were found between the groups in incidence of complications of pregnancy and labor, prematurity and in various aspects of development during the first year of life. Follow-up psychological examinations at 4 years of age and psychological and neurological examinations at 7 years of age found marked differences between the groups still present, with the speech failure group presenting a significantly higher incidence of a Variety of psychological and neurological deviations from the normal.

Sign in / Sign up

Export Citation Format

Share Document