In this study, we explored the relation of two different measures used to investigate infants’ expectations about goal-directed actions. In previous studies, expectations about action outcomes have been either measured after the action has been terminated, that is post-hoc (e.g., via looking time) or during the action is being performed, that is online (e.g., via predictive gaze). Here, we directly compared both types of measures. Experiment 1 demonstrated a dissociation between looking time and predictive gaze for 9-month-olds. Looking time reflected identity-related expectations whereas predictive gaze did not. If at all, predictive gaze reflected location-related expectations. Experiment 2, including a wider age range, showed that the two measures remain dissociated over the first 3 years of life. It is only after the third birthday that the dissociation turns into an association, with both measures then reflecting identity-related expectations. We discuss these findings in terms of an early dissociation between two mechanisms for action expectation. We speculate that while post-hoc measures primarily tap ventral mechanisms for processing identity-related information (at least at a younger age), online measures primarily tap dorsal mechanisms for processing location-related information.

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It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment (HLE) has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status (SES) of the family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study (NEPS), longitudinally assessed process characteristics (sensitivity in the sense of maternal responsivity to the child’s behavior and signals in mother–child interaction; maternal stimulation behavior which goes beyond the child’s actual level of action and development; frequency of joint picture book reading) and structural characteristics (mother’s education, equivalised household income, parental occupational status) were considered. Language skills (vocabulary and grammar) of the children at the age of two were measured by a standardized and validated parent report instrument (child language checklist). Results showed that (1) all three process characteristics of the home learning environment (HLE) are associated with the family’s SES; (2) across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; (3) despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and (4) socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment.

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