A Cognitive Approach to the Development of Early Language

Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.

doi:10.1111/j.1467-8624.2008.01250.x

Cited by 125 publications

(111 citation statements)

References 101 publications

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“…Recent work attempts to understand which specific cognitive abilities may predict language development. In this quest, individual variation in selective attention (Colombo, Shaddy, et al, 2008) as well as visual recognition memory, imitation, and crossmodal constancy (Rose, Feldman, & Jankowski, 2009) have been found to correlate with vocabulary size at 2 years of age. These predictors fit well within a causal explanation.…”

Section: Multifactoriality and Codependencementioning

confidence: 99%

Predicting Individual Variation in Language From Infant Speech Perception Measures

et al. 2013

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There are increasing reports that individual variation in behavioral and neurophysiological measures of infant speech processing predicts later language outcomes, and specifically concurrent or subsequent vocabulary size. If such findings are held up under scrutiny, they could both illuminate theoretical models of language development and contribute to the prediction of communicative disorders. A qualitative, systematic review of this emergent literature illustrated the variety of approaches that have been used and highlighted some conceptual problems regarding the measurements. A quantitative analysis of the same data established that the bivariate relation was significant, with correlations of similar strength to those found for well-established nonlinguistic predictors of language. Further exploration of infant speech perception predictors, particularly from a methodological perspective, is recommended.Research over the past five decades demonstrates that infants tune their speech perception abilities to language-specific properties of the speech they hear before their first birthday (for a recent review, see Werker & Gervain, 2013). Although most of this past work has sought to pinpoint milestones by using group averages, increasing attention is being paid to correlations between behavioral and neurophysiological measures gathered within the 1st year of life, on the one hand, and individual differences in language development, on the other (e.g., see the collection in Colombo, McCardle, & Freund, 2008;. The study of individual variation in infancy is far from new. For example, habituation and dishabituation measures have been used to assess the fit of different models of the architecture of cognitive skills (e.g., Bornstein, 1998) and to predict language, IQ, and educational outcomes longitudinally, even after several other variables have been controlled for (e.g., Bornstein et al., 2006; see also the Discussion section). Here, we discuss the potential of infant speech processing measures to predict variation in language outcomes over this backdrop of the larger field of cognitive development.Evaluating this emergent strand of research is important for two reasons. First, from a theoretical perspective, focusing on individual differences in speech perception may provide crucial insights into the relative merit of competing theoretical models. For instance, there are two large classes of theories bearing on the emergence of phonology in the 1st year of life (see review in R€ as€ anen, 2012). According to one, infants begin to learn phonology by determining which speech sound categories (which we call phones) their ambient language uses, and they later employ these units to build word formsWe are grateful to our colleagues at the Laboratoire de Sciences Cognitives et Psycholinguistique, and at both the Psychology of Language and the Genetics of Language Departments at the MPI for insightful discussions. We thank particularly the reviewers for their extremely constructive comments. Some of this work was done wi...

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Section: Multifactoriality and Codependencementioning

confidence: 99%

Predicting Individual Variation in Language From Infant Speech Perception Measures

et al. 2013

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“…Dos 38 artigos,35 foram publicados no idioma inglês e três em português [53][54][55] . Vinte e um estudos avaliaram as crianças nascidas pré-termo na fase pré-escolar [18][19][20][21][26][27][28][29][31][32][33]36,41,42,[44][45][46]48,51,55 , e 17 artigos, na fase escolar [23][24][25]30,34,35,[37][38][39][40]43 Os indicadores de desenvolvimento avaliados nos estudos foram classificados, na presente revisão, em globais e específicos. O indicador global refere-se à avaliação em conjunto de mais de uma área do desenvolvimento, resultando, por conseguinte, em uma abordagem mais abrangente do desenvolvimento infantil.…”

Section: Métodounclassified

“…O atraso no desenvolvimento motor e mental verificado por meio da BSID aos 2 anos mostrou-se como variável de desenvolvimento preditora de risco de comprometimento motor verificado pela Movement ABC aos 5 anos 41 . Além disso, o estudo de Franz et al 46 mostrou que o baixo nível educacional da mãe é uma variável social preditora do risco no desenvolvimento motor.…”

Section: Indicadores Específicos Do Desenvolvimentounclassified

“…O atraso ou desvio no desenvolvimento da linguagem em crianças PTE em idade pré-escolar variou de 32 a 48% 28,51 ; entre os PTM, foi de 30 a 35% 28,51 ; enquanto que, em uma amostra de crianças nascidas pré-termo BP, atingiu mais de 50% 18 . O comprometimento da linguagem pode afetar aspectos expressivos, relacionados à fala em si, ou receptivos, associados à compreensão 18,41,51 .…”

Section: Linguagemunclassified

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Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Vieira¹,

Linhares²

2011

J Pediatr (Rio J)

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Objective: To review literature published in the last 5 years on the effects of premature birth on the development and quality of life of preschool-and school-age children.Source: Systematic review of empirical studies published in the last 5 years and indexed on PubMed, MEDLINE, LILACS, SciELO and PsycINFO. Keywords were chosen that relate prematurity to developmental and quality of life outcomes. Summary of the findings:In the studies chosen, four global indicators of development were identified (neurological, neurodevelopment, executive functions and quality of life), in addition to seven specific indicators of development (cognition, motor function, behavior, language, academic performance, attention and memory). The most prevalent indicators were cognition and motor function. Premature children had worse performance in all developmental indicators than children born full term. Additionally, the younger the gestational age, the worse the performance in developmental indicator assessments. The studies identified both risk factors (lower birth weight, intraventricular hemorrhage and low maternal educational level) and protective factors (larger head circumference, breastfeeding and higher family income) for development of children born preterm. Conclusion ResumoObjetivo: Revisar a literatura publicada nos últimos 5 anos sobre o efeito do nascimento prematuro no desenvolvimento e qualidade de vida de crianças nas fases pré-escolar e escolar. Fonte dos dados:Revisão sistemática de estudos empíricos dos últimos 5 anos indexados nas bases de dados PubMed, MEDLINE, LILACS, SciELO e PsycINFO. Utilizaram-se palavras-chave que associaram a prematuridade aos desfechos de desenvolvimento e qualidade de vida. Síntese dos dados:Nos estudos, foram identificados quatro indicadores globais do desenvolvimento (neurológico, neurodesenvolvimento, funções executivas e qualidade de vida) e sete indicadores específicos do desenvolvimento (cognição, motor, comportamento, linguagem, desempenho escolar, atenção e memória). Os indicadores mais prevalentes foram cognição e motor. Os prematuros apresentaram pior desempenho em todos os indicadores de desenvolvimento quando comparados às crianças nascidas a termo. Além disso, quanto menor a idade gestacional, pior o desempenho nas avaliações dos indicadores de desenvolvimento. Verificou-se a presença de fatores de risco (menor peso ao nascer, hemorragia intraventricular e baixo nível educacional da mãe) e fatores de proteção (maior perímetro cefálico, aleitamento materno e maior renda familiar) do desenvolvimento de crianças nascidas pré-termo. Conclusão:Crianças nascidas com prematuridade extrema (≤ 30 semanas de idade gestacional) são vulneráveis para apresentar problemas no desenvolvimento e na qualidade de vida.J Pediatr (Rio J). 2011;87(4):281-291: Desenvolvimento infantil, qualidade de vida, prematuro.

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“…More generally, executive control abilities have been shown to be a concurrent and longitudinal predictor of vocabulary development in monolinguals, and children and adolescents with specific language impairment show significant deficits in performing executive tasks (see Gathercole, 2006;Rose, Feldman, & Jankowski, 2009). …”

Section: Introductionmentioning

confidence: 99%

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

Warmington

Hitch

2013

Memory

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A Cognitive Approach to the Development of Early Language

Cited by 125 publications

References 101 publications

Predicting Individual Variation in Language From Infant Speech Perception Measures

Predicting Individual Variation in Language From Infant Speech Perception Measures

Developmental outcomes and quality of life in children born preterm at preschool- and school-age

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

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