Cambios en el comportamiento afectivo en niños con lenguaje demorado y típico

2012 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Rosendo Hernández Castro ◽  
María Del Rocío Hernández Pozo
Keyword(s):  
Communicative Development ◽  
Para Determinar ◽  
Macarthur Communicative Development Inventory

La dimensión afectiva del comportamiento puede ser un factor facilitador o inhibidor del desarrollo del lenguaje en infantes. Se realizó un estudio observacional  longitudinal con niños a los 24 y 30 meses para explorar la relación entre comportamiento afectivo de díadas madre-hijo y la competencia lingüística del infante. Para determinar la competencia lingúistica de los infantes se uso el reporte paterno empleando el  MacArthur Communicative Development Inventory (CDI, Jackson-Maldonado et al., 2005). Participaron 14 díadas, de las cuales 3 fueron clasificadas con  niños con demora en el lenguaje. Se realizaron filmaciones en el hogar en situaciones de juego con duraciones entre los 19 y 31 minutos. Se empleó una taxonomía del comportamiento afectivo de cada miembro de la díada (Hernández & Cortés, 2009) para analizar las filmaciones. Los resultados muestran que los niños con demora de lenguaje y sus mamás presentan menos conducta de afecto positivo y más de afecto negativo a los 24 meses respecto de los niños con lenguaje típico y aunque a los 30 meses incrementan esta conducta, siguen exhibiendo un vocabulario menor que los niños de lenguaje típico.

Cambios en el comportamiento afectivo en niños con lenguaje demorado y típico

2012 ◽  
Vol 3 (2) ◽  
pp. 77
Author(s):  
Rosendo Hernández Castro ◽  
María Del Rocío Hernández Pozo
Keyword(s):  
Communicative Development ◽  
Para Determinar ◽  
Macarthur Communicative Development Inventory

La dimensión afectiva del comportamiento puede ser un factor facilitador o inhibidor del desarrollo del lenguaje en infantes. Se realizó un estudio observacional  longitudinal con niños a los 24 y 30 meses para explorar la relación entre comportamiento afectivo de díadas madre-hijo y la competencia lingüística del infante. Para determinar la competencia lingúistica de los infantes se uso el reporte paterno empleando el  MacArthur Communicative Development Inventory (CDI, Jackson-Maldonado et al., 2005). Participaron 14 díadas, de las cuales 3 fueron clasificadas con  niños con demora en el lenguaje. Se realizaron filmaciones en el hogar en situaciones de juego con duraciones entre los 19 y 31 minutos. Se empleó una taxonomía del comportamiento afectivo de cada miembro de la díada (Hernández & Cortés, 2009) para analizar las filmaciones. Los resultados muestran que los niños con demora de lenguaje y sus mamás presentan menos conducta de afecto positivo y más de afecto negativo a los 24 meses respecto de los niños con lenguaje típico y aunque a los 30 meses incrementan esta conducta, siguen exhibiendo un vocabulario menor que los niños de lenguaje típico.

Assessing early communicative ability: a cross-reporter cumulative score for the MacArthur CDI

2005 ◽  
Vol 32 (4) ◽  
pp. 735-758 ◽  
Author(s):  
ANNICK DE HOUWER ◽  
MARC H. BORNSTEIN ◽  
DIANE B. LEACH
Keyword(s):  
Middle Class ◽  
Communicative Ability ◽  
Communicative Development ◽  
Cumulative Score ◽  
Upper Middle Class ◽  
Macarthur Communicative Development Inventory ◽  
Communicative Abilities ◽  
Multiple Reporters

Thirty middle- to upper middle-class monolingual Dutch speaking families consisting of at least a mother and a father completed the Infant Form ‘Words and Gestures’ of the Dutch adaptation of the MacArthur Communicative Development Inventory for the same child at 1;1. Considerable inter- and intrafamily variation emerged in how two (or three) different reporters who are all presumably close to the child assess a particular child's communicative abilities. The greater the child's communicative ability, as rated by any one reporter, the more differences tended to emerge between reporters. In order to take into account multiple reporters' assessments of the same child, we propose the use of a Cumulative CDI Score that credits the child with the best score for any item on the CDI as checked by any single reporter. We conclude that single reporter CDI reports may underestimate the child's communicative knowledge.

Differences at 17 Months

2005 ◽  
Vol 48 (2) ◽  
pp. 426-438 ◽  
Author(s):  
Charlotte Koster ◽  
Pieter H. Been ◽  
Evelien M. Krikhaar ◽  
Frans Zwarts ◽  
Heidi D. Diepstra ◽  
...  
Keyword(s):  
At Risk ◽  
The Netherlands ◽  
Vocabulary Development ◽  
Control Group ◽  
Dutch Version ◽  
Research Project ◽  
Cross Sectional ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory ◽  
Dutch Children

Productive vocabulary composition is investigated in 17-month-old children who are participating in an ongoing longitudinal dyslexia research project in the Netherlands. The project is searching for early precursors for dyslexia and follows a group of children who are genetically at risk for dyslexia and a control group during the first 10 years of their lives. Among other measures, the Dutch version of the MacArthur Communicative Development Inventory: Words and Sentences (N-CDI) is used to investigate early vocabulary development. In this article, the first N-CDI results from the 2 groups of 17-month-old children are compared with each other, with other cross-sectional, cross-linguistic studies, and with a similar Finnish longitudinal dyslexia project. The Dutch children show the same general acquisition pattern as documented for other languages, but there are significant differences between the two groups of 17-month-old children in total number of words produced and in the linguistic composition of their productive vocabulary.

Early Lexical Characteristics of Toddlers with Cleft Lip and Palate

2014 ◽  
Vol 51 (6) ◽  
pp. 622-631 ◽  
Author(s):  
Mary Hardin-Jones ◽  
Kathy L. Chapman
Keyword(s):  
Cleft Palate ◽  
Outcome Measures ◽  
Cleft Lip ◽  
Alternative Explanation ◽  
Cleft Lip And Palate ◽  
Expressive Vocabulary ◽  
Lexical Development ◽  
Communicative Development ◽  
Macarthur Communicative Development Inventory ◽  
Language Sample

Objective To examine development of early expressive lexicons in toddlers with cleft palate to determine whether they differ from those of noncleft toddlers in terms of size and lexical selectivity. Design Retrospective. Patients A total of 37 toddlers with cleft palate and 22 noncleft toddlers. Main Outcome Measures The groups were compared for size of expressive lexicon reported on the MacArthur Communicative Development Inventory and the percentage of words beginning with obstruents and sonorants produced in a language sample. Differences between groups in the percentage of word initial consonants correct on the language sample were also examined. Results Although expressive vocabulary was comparable at 13 months of age for both groups, size of the lexicon for the cleft group was significantly smaller than that for the noncleft group at 21 and 27 months of age. Toddlers with cleft palate produced significantly more words beginning with sonorants and fewer words beginning with obstruents in their spontaneous speech samples. They were also less accurate when producing word initial obstruents compared with the noncleft group. Conclusions Toddlers with cleft palate demonstrate a slower rate of lexical development compared with their noncleft peers. The preference that toddlers with cleft palate demonstrate for words beginning with sonorants could suggest they are selecting words that begin with consonants that are easier for them to produce. An alternative explanation might be that because these children are less accurate in the production of obstruent consonants, listeners may not always identify obstruents when they occur.

scholarly journals Construcción de una escala para determinar la utilidad de los Blogs en la educación superior

2017 ◽  
Vol 8 (3) ◽  
pp. 217
Author(s):  
Verónica Marín Díaz ◽  
Begoña E. San Pedro Requena ◽  
Esther Vega Gea
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Three Dimensions ◽  
Educación Superior ◽  
Educacion Superior ◽  
Communicative Development ◽  
Computer Knowledge ◽  
Para Determinar ◽  
Educación Primaria ◽  
The University

RESUMENLa incorporación de las herramientas digitales a la educación superior es incuestionable. En el caso de los blogs, estos son empleados de manera más latente, dada su facilidad de creación y empleo, y la no necesidad de poseer conocimientos informáticos para su creación. No obstante, nos cuestionamos si realmente son útiles para el desarrollo del currículo de los actuales estudios universitarios. Para determinar esto se ha procedido a construir una escala de valoración de la utilidad de los blogs en la educación superior. Para poder emplear la misma se ha procedido a realizar un estudio de la validez de la misma a través de la administración del mismo a una muestra de maestros de Educación Primaria en formación de la Universidad de Córdoba (N=162). El principal resultado alcanzado referente a la validez del instrumento señala que el análisis factorial exploratorio realizado a través de matrices policóricas a nivel de ítem refleja tres factores que miden las tres dimensiones abordadas. La principal conclusión a la que se ha podido llegar es que el conocimiento en la elaboración de los blogs se relaciona estadísticamente con el desarrollo del currículo, el desarrollo comunicativo presente en cualquier acto de aprendizaje, y el desarrollo informacional digital.Palabras clave: Blog, educación superior, escala. Construction of a scale to determinate the usefulness of Blogs in higher educationABSTRACTNowadays, the inclusion of digital tools in higher education is unquestionable. For instance, blogs are used in a more latent way, given their ease of creation and use, and because no specific computer knowledge is needed. However, we question whether they are really useful for curriculum development of current University studies. To determine this, we proceeded to build a scale for assessing the usefulness of blogs in higher education. To use it, a study of its validity has carried out previously. In this study, the scale was handed out to a sample of Elementary School teachers in training, from the University of Cordoba (N = 162). Exploratory Factor Analysis were done over the retrieved data through polychoric matrices at item level, and the main result achieved indicated three factors that measure the three dimensions approached. The main conclusion that has been reached is that knowledge about blogs development is statistically related to the curriculum development, the communicative development present in any act of learning, and the digital informational development.Keywords: Blog; higher education; scale.

scholarly journals A comparison of the transition from first words to grammar in English and Italian

1999 ◽  
Vol 26 (1) ◽  
pp. 69-111 ◽  
Author(s):  
CRISTINA CASELLI ◽  
PAOLA CASADIO ◽  
ELIZABETH BATES
Keyword(s):  
Parent Report ◽  
Social Constraints ◽  
Grammatical Function ◽  
Vocabulary Size ◽  
Function Words ◽  
Grammatical Development ◽  
Communicative Development ◽  
Grammatical Complexity ◽  
Macarthur Communicative Development Inventory ◽  
Age Range

Cross-linguistic similarities and differences in early lexical and grammatical development are reported for 1001 English-speaking children and 386 Italian-speaking children between 1;6 and 2;6. Parents completed the English or Italian versions of the MacArthur Communicative Development Inventory: Words and Sentences, a parent report instrument that provides information about vocabulary size, vocabulary composition and grammatical complexity across this age range. The onset and subsequent growth of nouns, predicates, function words and social terms proved to be quite similar in both languages. No support was found for the prediction that verbs would emerge earlier in Italian, although Italians did produce a higher proportion of social terms, and there were small but intriguing differences in the shape of the growth curve for grammatical function words. A strikingly similar nonlinear relationship between grammatical complexity and vocabulary size was observed in both languages, and examination of the order in which function words are acquired also yielded more similarities than differences. However, a comparison of the longest sentences reported for a subset of children demonstrates large cross-linguistic differences in the amount of morphology that has been acquired in children matched for vocabulary size. Discussion revolves around the interplay between language-specific variations in the input to young children, and universal cognitive and social constraints on language development.

THE MACARTHUR-BATES COMMUNICATIVE DEVELOPMENT INVENTORIES AS A DIAGNOSTIC TOOL FOR THE LEXICON OF BILINGUAL CHILDREN

2021 ◽  
Vol 2 (101) ◽  
pp. 33-46
Author(s):  
MARINA B. ELISEEVA
Keyword(s):  
Diagnostic Tool ◽  
Heritage Language ◽  
Bilingual Children ◽  
University Websites ◽  
Young Learners ◽  
Communicative Development ◽  
Rfbr Grant ◽  
Research Findings ◽  
Macarthur Communicative Development Inventory ◽  
Children's Speech

The article analyzes the MacArthur Communicative Development Inventory (CDI) as a means of research and diagnostics of children's speech in different languages. It takes into account the data from Stanford University websites, which deal with findings resulted from the analysis of completed questionnaires. The sites provide abundant information concerning adaptations of this tool for more than 100 languages and a database of children's passive and active lexicons for 29 languages (including Russian). Moreover, on the basis of 23 languages, they show unique and universal character of word usage in the speech of young learners studying several different languages simultaneously. This article also provides research findings on the bilingual children’s early vocabulary (with Russian as the Heritage language) under the RFBR grant No. 19-012-00293.

Sign in / Sign up

Export Citation Format

Share Document