scholarly journals Αποκλίσεις στην ανάπτυξη του λεξιλογίου σε παιδιά βρεφικής και πρώιμης προσχολικής ηλικίας

2020 ◽  
Vol 20 (3) ◽  
pp. 247
Author(s):  
Σοφία Παρίζη ◽  
Αρετή Οκαλίδου ◽  
Αργυρώ Χαχούδη ◽  
Κάκια Πετεινού
Keyword(s):  
Parental Education ◽  
Demographic Characteristics ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Lexical Development ◽  
Parental Education Level ◽  
Parent Questionnaire ◽  
Late Talkers ◽  
The Mean

The present research is a first investigation of the development of receptive and expressive vocabulary in Greek-speaking children, aged 0;6-3;6 years, who were characterized as late-talkers (LT) due to a significant deviation of their vocabulary scores from the mean score of their typically-developing peers (TD). The present work is part of a larger project concerning the greek adaptation of a parent questionnaire named Cypriot–Greek Lexical Acquisition Checklist (CYLEX) (Petinou, Hadzigeorgiou & Minaidou, 1999). Within-group comparisons between receptive and expressive vocabulary are drawn for both LT and TD children. In addition, the influence of demographic factors on vocabulary scores, such as gender and parental education level, was examined. The comparison across type of vocabulary revealed that receptive vocabulary develops prior to expressive in both groups, however, late-talkers have a disproportionately low expressive lexical development as compared to receptive. Moreover, the differences in vocabulary scores among LT and TD children are discussed as a function of demographic characteristics.

scholarly journals Early Vocabulary Profiles of Young Deaf Children Who Use Cochlear Implants

2020 ◽  
Vol 63 (4) ◽  
pp. 1254-1269
Author(s):  
Jongmin Jung ◽  
Jessa Reed ◽  
Laura Wagner ◽  
Julie Stephens ◽  
Andrea D. Warner-Czyz ◽  
...  
Keyword(s):  
Cochlear Implants ◽  
Receptive Vocabulary ◽  
Deaf Children ◽  
Chronological Age ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Only Children ◽  
Closed Class ◽  
Communicative Development ◽  
The Mean

Purpose This study examined vocabulary profiles in young cochlear implant (CI) recipients and in children with normal hearing (NH) matched on receptive vocabulary size to improve our understanding of young CI recipients' acquisition of word categories (e.g., common nouns or closed-class words). Method We compared receptive and expressive vocabulary profiles between young CI recipients ( n = 48; mean age at activation = 15.61 months, SD = 4.20) and children with NH ( n = 48). The two groups were matched on receptive vocabulary size as measured by the MacArthur–Bates Communicative Development Inventories (Fenson et al., 2006): Words and Gestures form. The CI group had, on average, 8.98 months of hearing experience. The mean chronological age at completing the MacArthur–Bates Communicative Development Inventories was 23.99 months ( SD = 5.14) for the CI group and 13.72 months ( SD = 1.50) for the NH group. Results The CI group had a larger expressive vocabulary size than the receptive vocabulary size–matched NH group. The larger expressive vocabulary size was associated with the group difference in social words but not with common nouns. The analyses for predicate words and closed-class words included only children who produced the target categories. The CI group had a larger proportion of predicate words than the NH group, but no difference was found in closed-class words in expressive vocabulary. Conclusions Differences found in expressive vocabulary profiles may be affected by spoken vocabulary size and their age. A further examination is warranted using language samples to understand the effect of language input on children's vocabulary profiles.

scholarly journals Differences and Similarities in Predictors of Expressive Vocabulary Development between Children with Down Syndrome and Young Typically Developing Children

2021 ◽  
Vol 11 (3) ◽  
pp. 312
Author(s):  
Kari-Anne B. Næss ◽  
Johanne Ostad ◽  
Egil Nygaard
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Auditory Memory ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Children With Down Syndrome ◽  
Oral Motor

The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

scholarly journals Do Infants With Down Syndrome Show an Early Receptive Language Advantage?

2020 ◽  
Vol 63 (2) ◽  
pp. 585-598
Author(s):  
Emily Mason-Apps ◽  
Vesna Stojanovik ◽  
Carmel Houston-Price ◽  
Emily Seager ◽  
Sue Buckley
Keyword(s):  
Down Syndrome ◽  
Language Skills ◽  
Receptive Language ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Auditory Comprehension ◽  
Expressive Vocabulary ◽  
Time Points ◽  
Expressive Communication ◽  
Shed Light

Purpose The study explored longitudinally the course of vocabulary and general language development in a group of infants with Down syndrome (DS) compared to a group of typically developing (TD) infants matched on nonverbal mental ability (NVMA). Method We compared the vocabulary and general language trajectories of the two groups in two ways: (a) at three time points during a 12-month period and (b) at two time points when the groups had made equal progress in NVMA (a period of 6 months for the TD infants vs. 12 months for the infants with DS). Results The TD group had overtaken the DS group on all general language and vocabulary measures by the end of the 12-month period. However, expressive communication and expressive vocabulary were developing at the same rate and level in the two groups when examined over a period in which the two groups were matched in gains in NVMA. Furthermore, the infants with DS showed a receptive language advantage over the TD group; this group's auditory comprehension and receptive vocabulary scores were superior to those of the TD group at both time points when NVMA was accounted for. Conclusion The results shed light on the widely reported discrepancy between expressive and receptive language in individuals with DS. Although infants with DS appear to be developing language skills more slowly than chronological age TD peers, when NVMA is taken into account, infants with DS do not have expressive language delays, and they seem to show a receptive language advantage.

scholarly journals The Hebrew Web Communicative Development Inventory (MB-CDI): Lexical Development Growth Curves

2021 ◽  
pp. 1-17
Author(s):  
Hila GENDLER-SHALEV ◽  
Esther DROMI
Keyword(s):  
Child Care ◽  
Birth Order ◽  
Developmental Trajectories ◽  
Growth Curves ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Lexical Development ◽  
Web Based ◽  
Communicative Development ◽  
Second Year

Abstract This article presents data on lexical development of 881 Israeli Hebrew-speaking monolingual toddlers ages 1;0 to 2;0. A Web-based version of the Hebrew MacArthur-Bates Communicative Development Inventories (H-MB-CDI) was used for data collection. Growth curves for expressive vocabulary, receptive vocabulary, actions and gestures were characterized. Developmental trajectories of toddlers with various demographic characteristics, such as education, income, religiosity level, birth order of the child, and child-care arrangements were compared. Results show that the lexical growth curves for Hebrew are comparable to those reported for other languages. Sex, birth order, and child-care arrangements were found to influence the size of lexicons. It is recommended that the trajectories presented here be used as norms for lexical growth among typical Hebrew-speaking toddlers in the second year of life.

scholarly journals Vocabulary growth in late talkers: lexical development from 2;0 to 3;0

2000 ◽  
Vol 27 (2) ◽  
pp. 293-311 ◽  
Author(s):  
LESLIE RESCORLA ◽  
JENNIFER MIRAK ◽  
LEHER SINGH
Keyword(s):  
Language Development ◽  
Expressive Vocabulary ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Late Talkers ◽  
Vocabulary Growth ◽  
Language Outcome ◽  
Group 2 ◽  
Vocabulary Spurt ◽  
Group 1

Vocabulary growth from 2;0 to 3;0 was studied in 28 late talkers using expressive vocabulary inventories reported bimonthly on the Language Development Survey (LDS). Group milestones were 18 words at 2;0, 89 words at 2;6, and 195 words at 3;0. A sub-group of 11 children (Group 1) showed a rapid vocabulary spurt between 2;2 and 2;8, reached the 150–180 word mark by 2;6, and attained the LDS ceiling of about 300 words by 2;10. In contrast, the 17 children in Group 2 still had a mean vocabulary of fewer than 30 words at 2;6, had less of a vocabulary spurt when they did start acquiring words, and attained the 150–180 vocabulary mark at 3;0. All 3;0 language outcome measures were significantly predicted by LDS vocabulary size from 2;2 to 2;4.

scholarly journals The syntactic and semantic features of two-year-olds’ verb vocabularies: a comparison of typically developing children and late talkers

2019 ◽  
Vol 46 (3) ◽  
pp. 409-432 ◽  
Author(s):  
Sabrina HORVATH ◽  
Leslie RESCORLA ◽  
Sudha ARUNACHALAM
Keyword(s):  
Language Development ◽  
Retrospective Analysis ◽  
Language Disorders ◽  
Mixed Effects ◽  
Group Classification ◽  
Semantic Features ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Typically Developing Children ◽  
Late Talkers

AbstractChildren with language disorders have particular difficulty with verbs, but when this difficulty emerges is unknown. We examined syntactic (transitive, intransitive, ditransitive) and semantic (manner, result) features of two-year-olds’ verb vocabularies, contrasting late talkers and typically developing children to look for early differences in verb vocabulary. We conducted a retrospective analysis of parent-reported expressive vocabulary from the Language Development Survey (N = 564, N(LT) = 62) (Rescorla, 1989). Verbs were coded for the presence or absence of each syntactic and semantic feature. Binomial mixed-effects regressions revealed the effect of feature on children's knowledge and whether feature interacted with group classification. Our results revealed mostly similarities between late talkers and typically developing children. All children's vocabularies showed a bias against verbs that occur in ditransitive frames. One feature showed a difference between groups: late talkers showed a bias against manner verbs that typically developing children did not.

scholarly journals Do Acoustic Environment Characteristics Affect the Lexical Development of Children With Cochlear Implants? A Longitudinal Study Before and After Cochlear Implant Activation

2021 ◽  
pp. 1-14
Author(s):  
Marinella Majorano ◽  
Margherita Brondino ◽  
Letizia Guerzoni ◽  
Alessandra Murri ◽  
Rachele Ferrari ◽  
...  
Keyword(s):  
Individual Differences ◽  
Cochlear Implants ◽  
Vocabulary Knowledge ◽  
Receptive Vocabulary ◽  
Expressive Vocabulary ◽  
Data Logging ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Acoustic Environment ◽  
Speech In Noise

Purpose This study investigates the acoustic environment of children with cochlear implants (CIs) and the relationship between exposure to speech, in noise and in quiet, and the children's lexical production up to 1 year after CI activation, while controlling for the effect of early individual differences in receptive vocabulary growth. Method Eighteen children with CIs were observed at 3, 6, and 12 months after CI activation. Children's spontaneous word production during interaction with their mothers (types and tokens) and their expressive and receptive vocabulary size were considered. The characteristics of the acoustic environments in terms of acoustic scenes (speech in noise or in quiet, quiet, noise, music, and other) and of loudness ranges were assessed using data logging of the children's devices. Results Data analysis showed that both the number of tokens and the number of types produced 1 year after CI activation were affected by the children's exposure to speech in quiet with a loudness range between 40 and 69 dB. Expressive vocabulary size and types were affected by the receptive vocabulary knowledge that the children achieved over the first 3 months after CI activation. Conclusions Our data support the role of speech environment and individual differences in early comprehension on lexical production. The importance of exposure to speech with particular characteristics for the lexical development of children with CIs and the implications for clinical practice are discussed.

scholarly journals Parental dietary patterns and social determinants of children's dietary patterns

2016 ◽  
Vol 29 (4) ◽  
pp. 483-493 ◽  
Author(s):  
Rosana SALLES-COSTA ◽  
Gabriela dos Santos BARROSO ◽  
Maria CABRAL ◽  
Maria Beatriz Trindade de CASTRO
Keyword(s):  
Principal Component Analysis ◽  
Linear Regression ◽  
Dietary Patterns ◽  
Dietary Pattern ◽  
Parental Education ◽  
Family Income ◽  
Principal Component ◽  
Education Level ◽  
Demographic Characteristics ◽  
Parental Education Level

ABSTRACT Objective To identify dietary patterns in children up to thirty months of age and verify whether they are associated with parental dietary patterns, and socioeconomic and demographic characteristics. Methods This is a cross-sectional study with baseline data from a population-based study composed of 1,085 households from a representative sample of a metropolitan region in Rio de Janeiro, Brazil. The children's food intake was evaluated by two 24-hour recalls, and the dietary patterns were identified by principal component analysis stratified into two groups according to the children's age: 6 to 17 months; and 18 to 30 months. The explanatory variables collected by a structured questionnaire were socioeconomic and demographic characteristics, age at introduction of complementary foods, and parental dietary pattern. A Food Frequency Questionnaire was administered to assess parental dietary pattern, which was determined by principal component analysis. Multivariate linear regression estimated the effect of each explanatory variable on the children's dietary patterns. Results Three dietary patterns were identified in children aged 6-17 months (basic-mixed; mixed-plus; and milk-flours) and two dietary patterns were identified in children aged 18-30 months: basic-mixed and mixed-plus. Multivariate linear regression showed that complementary feeding (b=0.108; p=0.004) was positively associated with the basic-mixed dietary pattern, and family income (b=0.002; p£0.01), with the mixed-plus dietary pattern. A negative association was found between the traditional parental dietary pattern and children's mixed-plus pattern in children aged 6-17 months (b=0.152; p=0.006) and in children aged 18-30 months (b=0.152; p=0.016). In children aged up to 18 months, parental education level (b=0.368; p£0.01) was positively associated with the mixed-plus dietary pattern. Conclusion Family income, parental education level, and parental dietary patterns are associated with children's dietary patterns.

scholarly journals Receptive and expressive language ability differentially scaffold symbolic understanding over time: picture comprehension in late talking and typically developing children

2021 ◽  
Author(s):  
Rachael W Cheung ◽  
Calum Hartley ◽  
Padraic Monaghan
Keyword(s):  
Task Performance ◽  
Language Skills ◽  
Receptive Vocabulary ◽  
Typically Developing ◽  
Expressive Vocabulary ◽  
Social Ability ◽  
Verbal Labels ◽  
Symbolic Understanding ◽  
Over Time ◽  
Picture Comprehension

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. While all children improved in accuracy over time as expected, TD children exhibited an advantage over LT children, despite both groups utilising 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-years-old, and expressive vocabulary predicted performance at ~3.5-years-old. Task performance at 3.5-years-old was predicted by earlier receptive vocabulary, but this effect was largely mediated by concurrent expressive vocabulary. Social ability across the whole sample at ~2-years-old 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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