Web-CDI: A system for online administration of the MacArthur-Bates Communicative Development Inventories

Understanding the mechanisms that drive variation in children’s language acquisition requires large, population-representative datasets of children’s word learning across development. Parent report measures such as the MacArthur-Bates Communicative Development Inventories (CDI) are commonly used to collect such data, but the traditional paper-based forms make the curation of large datasets logistically challenging. Many CDI datasets are thus gathered using convenience samples, often recruited from communities in proximity to major research institutions. Here, we introduce Web-CDI, a web-based tool which allows researchers to collect CDI data online. Web-CDI contains functionality to collect and manage longitudinal data, share links to test administrations, and download vocabulary scores. To date, over 3,500 valid Web-CDI administrations have been completed. General trends found in past norming studies of the CDI are present in data collected from Web-CDI: scores of children’s productive vocabulary grow with age, female children show a slightly faster rate of vocabulary growth, and participants with higher levels of educational attainment report slightly higher vocabulary production scores than those with lower levels of education attainment. We also report results from an effort to oversample non-white, lower-education participants via online recruitment (N = 241). These data showed similar demographic trends to the full sample but this effort resulted in a high exclusion rate. We conclude by discussing implications and challenges for the collection of large, population-representative datasets.

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Wordbank: an open repository for developmental vocabulary data

Journal of Child Language ◽

10.1017/s0305000916000209 ◽

2016 ◽

Vol 44 (3) ◽

pp. 677-694 ◽

Cited By ~ 106

Author(s):

MICHAEL C. FRANK ◽

MIKA BRAGINSKY ◽

DANIEL YUROVSKY ◽

VIRGINIA A. MARCHMAN

Keyword(s):

Language Acquisition ◽

Software Package ◽

Vocabulary Development ◽

Data Gathering ◽

Parent Report ◽

Web Interface ◽

Early Language ◽

Interactive Exploration ◽

Communicative Development ◽

Vocabulary Growth

AbstractThe MacArthur-Bates Communicative Development Inventories (CDIs) are a widely used family of parent-report instruments for easy and inexpensive data-gathering about early language acquisition. CDI data have been used to explore a variety of theoretically important topics, but, with few exceptions, researchers have had to rely on data collected in their own lab. In this paper, we remedy this issue by presenting Wordbank, a structured database of CDI data combined with a browsable web interface. Wordbank archives CDI data across languages and labs, providing a resource for researchers interested in early language, as well as a platform for novel analyses. The site allows interactive exploration of patterns of vocabulary growth at the level of both individual children and particular words. We also introduce wordbankr, a software package for connecting to the database directly. Together, these tools extend the abilities of students and researchers to explore quantitative trends in vocabulary development.

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Associations between lexicon and grammar at the end of the second year in Finnish children

Journal of Child Language ◽

10.1017/s0305000908009161 ◽

2008 ◽

Vol 36 (4) ◽

pp. 779-806 ◽

Cited By ~ 21

Author(s):

SUVI STOLT ◽

LEENA HAATAJA ◽

HELENA LAPINLEIMU ◽

LIISA LEHTONEN

Keyword(s):

Close Association ◽

Communicative Development ◽

Vocabulary Growth ◽

Second Year ◽

Verb Lexicon ◽

Grammatical Structures

ABSTRACTThe emergence of grammar in relation to lexical growth was analyzed in a sample of Finnish children (N=181) at 2 ; 0. The Finnish version of the Communicative Development Inventory was used to gather information on both language domains. The onset of grammar occurred in close association with vocabulary growth. The acquisition of the nominal and verbal inflections of Finnish differed when analyzed in relation to the lexicon in which they are used: the strongest growth in the acquisition of case form types occurred when the nominal lexicon size was roughly between 50 and 250 words, whereas verb inflectional types were acquired actively from the beginning of the verb lexicon acquisition. The findings extend the previous findings of the close association between lexicon and grammar (e.g. Bates & Goodman, 1999). The results suggest that different grammatical structures display different degrees and types of lexical dependency.

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Early lexical development in Spanish-speaking infants and toddlers

Journal of Child Language ◽

10.1017/s0305000900008461 ◽

1993 ◽

Vol 20 (3) ◽

pp. 523-549 ◽

Cited By ~ 139

Author(s):

Donna Jackson-Maldonado ◽

Donna Thal ◽

Virginia Marchman ◽

Elizabeth Bates ◽

Vera Gutierrez-Clellen

Keyword(s):

Reliability And Validity ◽

Parent Report ◽

Infants And Toddlers ◽

Personal Interview ◽

Waiting Room ◽

Lexical Development ◽

Spanish Speaking ◽

Communicative Development ◽

English Speaking ◽

Spanish Language Acquisition

ABSTRACTThis paper describes the early lexical development of a group of 328 normal Spanish-speaking children aged 0;8 to 2;7. First the development and structure of a new parent report instrument,Inventario del Desarollo de Habilidades Communcativasis described. Then five studies carried out with the instrument are presented. In the first study vocabulary development of Spanish-speaking infants and toddlers is compared to that of English-speaking infants and toddlers. The English data were gathered using a comparable parental report, theMacArthur Communicative Development Inventories. In the second study the general characteristics of Spanish language acquisition, and the effects of various demographic factors on that process, are examined. Study 3 examines the differential effects of three methods of collecting the data (mail-in, personal interview, and clinic waiting room administration). Studies 4 and 5 document the reliability and validity of the instrument. Results show that the trajectories of development are very similar for Spanish-and English-speaking children in this age range, that children from varying social groups develop similarly, and that mail-in and personal interview administration techniques produce comparable results. Inventories administered in a medical clinic waiting room, on the otherhand, produced lower estimates of toddler vocabulary than the other two models.

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PTSD Symptoms, Daily Subjective Age, and Psychological Distress in Community-Dwelling Older Adults

GeroPsych ◽

10.1024/1662-9647/a000256 ◽

2021 ◽

pp. 1-10

Author(s):

Yaakov Hoffman ◽

Amit Shrira ◽

Ehud Bodner

Keyword(s):

Older Adults ◽

Psychological Distress ◽

Community Dwelling ◽

Ptsd Symptoms ◽

Subjective Age ◽

Double Burden ◽

Web Based ◽

Resource Stress ◽

Community Dwelling Older Adults ◽

Online Web

Abstract. This study had three goals: (1) to address daily links between subjective age and the three psychological distress facets (depression/anxiety/somatization); (2) to examine whether such links would be stronger under higher posttraumatic stress disorder (PTSD) levels; (3) to assess which PTSD cluster is most relevant. The sample (168 community-dwelling-older-adults, mean age = 73.48, 46% female) completed an online, web-based questionnaire across 14 consecutive days. Results show that on the days participants felt older, they reported higher psychological distress, which was further exacerbated by higher PTSD levels. The PTSD cluster of intrusive thoughts was most relevant. The discussion addresses the “double-burden” view, two theories of subjective age (resource/stress vs. ageism), and finally interventions for daily psychological distress reduction amongst older adults.

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A Virtual Laboratory for an Online Web-Based Course-’Rapid E-business Systems Development’

Lecture Notes in Computer Science - Advances in Web-Based Learning - ICWL 2003 ◽

10.1007/978-3-540-45200-3_10 ◽

2003 ◽

pp. 93-103

Author(s):

F. Leung ◽

T. Chau ◽

T. Tang ◽

S. Liao

Keyword(s):

Systems Development ◽

Virtual Laboratory ◽

Business Systems ◽

Web Based ◽

Online Web

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Parental reports of communicative development at the age of 36 months: The Estonian CDI-III

First Language ◽

10.1177/0142723719887313 ◽

2019 ◽

Vol 40 (1) ◽

pp. 64-83

Author(s):

Tiia Tulviste ◽

Astra Schults

Keyword(s):

Day Care ◽

Parent Report ◽

Individual Variability ◽

Vocabulary Size ◽

Communicative Skills ◽

Communicative Development ◽

Language Difficulties ◽

Parental Reports ◽

Language Measures ◽

The Impact

Parental reports are a widely-used source of information about infants’ and toddlers’ communicative skills, but parent-report instruments valid for children older than 30 months are less known. This study explored individual variability in children’s communicative skills at the age of 3;0 via parental reports using the Estonian (E) CDI-III. The validity of ECDI-III was established through correlations with another parent-report instrument (ECDI-II) and a standardized examiner-administered language assessment (New Reynell Developmental Language Scales; NRDLS). A hundred Estonian-speaking children ( M age = 35.77 months, age range from 34 to 39 months; 20 of them with reported language difficulties) participated in the study. Relations between different communicative skills and the impact of such factors as the child’s gender, maternal and paternal education, reported language difficulties, the number of siblings, and day care attendance on variability in vocabulary size were also considered. The results showed that the ECDI-III components were moderately to strongly associated with each other, with the ECDI-II and NRDLS. Children with reported language difficulties scored lower on all language measures, except for orthographic awareness. Girls, children of more educated mothers, children with older siblings, and those who had attended day care for more months obtained higher vocabulary scores.

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Job seeker information system using online web based and android mobile phones

IOP Conference Series Materials Science and Engineering ◽

10.1088/1757-899x/830/2/022093 ◽

2020 ◽

Vol 830 ◽

pp. 022093

Author(s):

M T Parinsi ◽

V R Palilingan ◽

O Kembuan ◽

K F Ratumbuisang

Keyword(s):

Information System ◽

Mobile Phones ◽

Web Based ◽

Online Web

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The relation of input factors to lexical learning by bilingual infants

Applied Psycholinguistics ◽

10.1017/s0142716400009863 ◽

1997 ◽

Vol 18 (1) ◽

pp. 41-58 ◽

Cited By ~ 358

Author(s):

Barbara Z. Pearson ◽

Sylvia C. Fernandez ◽

Vanessa Lewedeg ◽

D.Kimbrough Oller

Keyword(s):

Vocabulary Learning ◽

Parent Report ◽

Minority Language ◽

Bilingual Child ◽

Communicative Development ◽

Language Exposure ◽

Lexical Learning ◽

Language Input ◽

Unique Source ◽

Source Of Information

ABSTRACTThe bilingual child is seen as a unique source of information about the relation between input and intake. The strength of the association between language exposure estimates and vocabulary learning was examined for 25 simultaneous bilingual infants (ages 8 to 30 months) with differing patterns of exposure to the languages being learned. Using the MacArthur Communicative Development Inventories, standardized parent report forms in English and Spanish, the percentage of all words that were known in each language was calculated and then plotted against the estimates of language input (also in percentages). A significant correlation was found, r(25)= .82, p < .001. The correlation was also strong when examined point-by-point, even for children whose language environments changed by more than 20%; between observations, although it was not reliable at lower levels of exposure to Spanish. Especially for children with less input in the minority language, the factors which appeared to affect the strength of the association between input and amount learned in a language are discussed.

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Communication and Gamification in the Web-Based Foreign Language Educational System

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.2016100102 ◽

2016 ◽

Vol 11 (4) ◽

pp. 22-34 ◽

Cited By ~ 4

Author(s):

Ilya V. Osipov ◽

Alex A. Volinsky ◽

Evgeny Nikulchev ◽

Anna Y. Prasikova

Keyword(s):

Foreign Language ◽

Web Application ◽

Teaching And Learning ◽

User Involvement ◽

Foreign Languages ◽

Web Based ◽

Web Communication ◽

Time Bank ◽

User Motivation ◽

Online Web

The paper describes development of the educational online web communication platform for teaching and learning foreign languages. The main objective was to develop a web application for teaching foreigners to understand casual fluent speech. The system is based on the time bank principle, allowing users to teach others their native language along with taking foreign language lessons. The system is based on the WebRTC technology, allowing users to access synchronized teaching materials along with seeing and hearing each other. The paper describes studies associated with user involvement in the learning/teaching process. The hypothesis whether two previously unfamiliar individuals could communicate with each other using a foreign language, based on the developed system algorithms, was tested. System virality, where new users are attracted by the existing users was also studied, along with user motivation for viral behavior. Relationships between monetization, virality and user involvement were also considered.

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