An infant-based assessment of early lexicon acquisition

Friend, Margaret; Keplinger, Melanie

doi:10.3758/bf03202556

Cited by 61 publications

(102 citation statements)

References 9 publications

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“…Consistent with previous research on English- (Friend & Keplinger, 2003, 2008) and French-speaking samples (Friend & Zesiger, 2011), vocabulary comprehension scores on the CCT converge with parent reports on the CDI: WG. The present results confirm the test-retest reliability and convergent validity of the CCT in a sample whose demographic characteristics are representative of the region.…”

Section: Resultssupporting

confidence: 86%

Evaluating the predictive validity of the Computerized Comprehension Task: Comprehension predicts production.

Friend¹,

Schmitt²,

Simpson³

2012

Developmental Psychology

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Until recently, the challenges inherent in measuring comprehension have impeded our ability to predict the course of language acquisition. The present research reports on a longitudinal assessment of the convergent and predictive validity of the CDI: Words and Gestures and the Computerized Comprehension Task (CCT). The CDI: WG and the CCT evinced good convergent validity however the CCT better predicted subsequent parent reports of language production. Language sample data in the third year confirm this finding: the CCT accounted for 24% of the variance in unique word use. These studies provide evidence for the utility of a behavior-based approach to predicting the course of language acquisition into production.

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Section: Resultssupporting

confidence: 86%

Evaluating the predictive validity of the Computerized Comprehension Task: Comprehension predicts production.

Friend¹,

Schmitt²,

Simpson³

2012

Developmental Psychology

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show abstract

“…Parents wore blackout glasses and noise-cancelling headphones to mitigate parental influence during the task. The assessment followed the protocol for the Computerized Comprehension Task (CCT; Friend & Keplinger, 2003; Friend, Schmitt, & Simpson, 2012). The CCT is an experimenter-controlled assessment that uses infants’ haptic response to measure early decontextualized word knowledge.…”

Section: Methodsmentioning

confidence: 99%

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

Hendrickson

Poulin‐Dubois

Zesiger

et al. 2017

Journal of Experimental Child Psychology

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Behavioral dissociations in young children’s visual and haptic responses have been taken as evidence that word knowledge is not all-or-none but instead exists on a continuum from absence of knowledge, to partial knowledge, to robust knowledge. This longitudinal study tested a group of 16- to 18-month-olds, 6 months after their initial visit, to replicate results of partial understanding as shown by visual–haptic dissociations and to determine whether partial knowledge of word–referent relations can be leveraged for future word recognition. Results show that, like 16-month-olds, 22-month-olds demonstrate behavioral dissociations exhibited by rapid visual reaction times to a named referent but incorrect haptic responses. Furthermore, results suggest that partial word knowledge at one time predicts the degree to which that word will be understood in the future.

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“…The CCT contains 41 pairs of images presented on a touch-sensitive screen, following the method of Friend and colleagues (Friend & Keplinger, 2003;Friend, Schmitt, & Simpson, 2012). Children are prompted to touch the target by an experimenter ("Where is the shoe?…”

Section: Cctmentioning

confidence: 99%

The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

Anda

Bosch

Poulin‐Dubois

et al. 2016

J Speech Lang Hear Res

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118

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Purpose: The aim of this study was to develop the Language Exposure Assessment Tool (LEAT) and to examine its cross-linguistic validity, reliability, and utility. The LEAT is a computerized interview-style assessment that requests parents to estimate language exposure. The LEAT yields an automatic calculation of relative language exposure and captures qualitative aspects of early language experience. Method: Relative language exposure as reported on the LEAT and vocabulary size at 17 months of age were measured in a group of bilingual language learners with varying levels of exposure to French and English or Spanish and English.Results: The LEAT demonstrates high internal consistency and criterion validity. In addition, the LEAT's calculation of relative language exposure explains variability in vocabulary size above a single overall parent estimate. Conclusions: The LEAT is a valid and efficient tool for characterizing early language experience across cultural settings and levels of language exposure. The LEAT could be a useful tool in clinical contexts to aid in determining whether assessment and intervention should be conducted in one or more languages.

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An infant-based assessment of early lexicon acquisition

Cited by 61 publications

References 9 publications

Evaluating the predictive validity of the Computerized Comprehension Task: Comprehension predicts production.

Evaluating the predictive validity of the Computerized Comprehension Task: Comprehension predicts production.

Assessing a continuum of lexical–semantic knowledge in the second year of life: A multimodal approach

The Language Exposure Assessment Tool: Quantifying Language Exposure in Infants and Children

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