Lexical development during middle infancy: A mutually driven infant-caregiver process.

Dunham, Philip J.; Dunham, Frances

doi:10.1037/0012-1649.28.3.414

Cited by 75 publications

(66 citation statements)

References 35 publications

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“…Parental report was more closely related to concurrent observed vocabulary use than to child talkativeness, suggesting that parental report is indeed a measure of child vocabulary use and not simply a global assessment of the child's verbal production. At the same time, parental report on the CDI Short Form in this sample did not appear to be as highly associated with observed word types or with structured assessments as has been reported for middle-class children (Dunham & Dunham, 1992 ;Corkum & Dunham, 1996;Ring & Fenson, 2000). These results warranted further exploration of factors potentially associated with maternal report.…”

Section: Discussionmentioning

confidence: 41%

“…Early work on the original long-form CDI demonstrated moderate to strong associations between middle-class parents' report of two-year-old children's vocabulary production and concurrent measures of children's spontaneous vocabulary use (Fenson et al, 1994). Corkum & Dunham (1996) report moderate associations between maternal report and lexical word types in spontaneous speech of children aged 1;6 from middleclass families ; similarly, Dunham & Dunham (1992), studying a sample of middle-to upper-middle-class families, found moderately strong associations (r=0 . 71-0 .…”

Section: Introductionmentioning

confidence: 96%

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Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

Pan¹,

et al. 2004

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This study examined parental report as a source of information about toddlers' productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2;0 and accounted for unique variance in PPVT at age 3;0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed.

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Section: Discussionmentioning

confidence: 41%

Section: Introductionmentioning

confidence: 96%

Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

Pan¹,

et al. 2004

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“…Researchers have primarily focused on understanding how joint attention facilitates language development (Carpenter, Nagell, & Tomasello, 1998;Dunham & Dunham, 1992;Dunham, Dunham, & Curwin, 1993;Morales, et al, 2000a;Tomasello & Farrar, 1986), and it is easy to conceptualize how it might do so. Baldwin (1995), for example, demonstrated that when 18-month-old children and an adult experimenter were looking at two different novel objects, and the adult applied a novel word to her own object, children would learn the novel label for the experimenter's object rather than identifying the label with their own object.…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…Joint attention has been divided into two basic categories: 1) responding to joint attention (RJA) occurs when one follows the direction of eye gaze, head turn, or pointing gesture of a social partner (Mundy, Hogan, & Doehring, 1996), whereas 2) initiating joint attention (IJA) occurs when one points or looks at an interesting object or event while alternating gaze between the object and a social partner (Mundy et al, 1996). Joint attention is most often operationally defined either by the amount of time spent in mutual object engagement in naturalistic settings or by experimentally induced behaviors (i.e., eye gaze following or pointing in response to experimenter prompts).Researchers have primarily focused on understanding how joint attention facilitates language development (Carpenter, Nagell, & Tomasello, 1998;Dunham & Dunham, 1992;Dunham, Dunham, & Curwin, 1993;Morales, et al, 2000a;Tomasello & Farrar, 1986), and it is easy to conceptualize how it might do so. Baldwin (1995), for example, demonstrated that when 18-month-old children and an adult experimenter were looking at two different novel objects, and the adult applied a novel word to her own object, children would learn the novel label for the experimenter's object rather than identifying the label with their own object.…”

mentioning

confidence: 99%

Temperamental and Joint Attentional Predictors of Language Development

Salley

Dixon

2007

Merrill-Palmer Quarterly

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Individual differences in child temperament have been associated with individual differences in language development. Similarly, relationships have been reported between early nonverbal social communication (joint attention) and both temperament and language. The present study examined whether individual differences in joint attention might mediate temperament-language relationships. Temperament, language, and joint attention were assessed in 51 21-month-olds. Results indicated an inverse relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and language development. Temperamental aspects of negative affect were also inversely predictive of joint attention. However, the utility of a model in which joint attention mediates the relationship between temperament and language during the second year was not supported.A growing body of literature has revealed relationships between children's temperament and their language development. Researchers have linked specific temperamental dimensions such as attention span and positive emotionality to both productive and receptive language, and they have done so repeatedly across multiple lab settings (Dixon & Smith, 2000;Karrass, 2002;Matheny, 1989;Morales, et al., 2000a;Slomkowski, Nelson, Dunn, & Plomin, 1992). The general finding has been that children with aspects of temperamental easiness (i.e., affective positivity, long attention span) tend to be relatively linguistically advanced. Although the correlational nature of these studies makes it premature to draw conclusions with respect to directions of effect, a bidirectional influence seem reasonable. For example, just as heightened linguistic sophistication may contribute to ease of interpersonal communication and relatively positive affect as a result of successful communication, so too might temperamental positive affect contribute to increased opportunities for language acquisition. In the present article, we focus on the potential impact of temperament on language, and consider ways in which temperament might be expected to influence language development.Following the assumption that temperament contributes to language development, we must ask how it would do so. Rieser-Danner (2003) has postulated that temperament may have both direct and indirect impacts on language and cognitive functioning. In terms of a direct route of influence, children's difficult temperaments might simply limit the extent to which they can process linguistically relevant information during language acquisition events. This possibility is consistent with Rothbart and Bates (1998), who suggested that the attentional components of temperament form part of an overarching behavioral control system, which, as a function of anterior brain maturation, becomes increasingly weighted through early development with modulating dimensions of temperament associated with emotionality. Thus, when children are Correspondence concerning this article should be addressed to Wallace Dixon, Depa...

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“…At a more proximal level, specific variations in maternal verbal input and sensitivity or responsivity to children during mother-child interaction have been linked with the rate of children's language development, in both typically developing and at-risk groups (Dale, Greenberg, & Crnic, 1987;Dunham & Dunham, 1992). For instance, in multivariate longitudinal studies of children's vocabulary development, Bornstein and colleagues (Bornstein, 1998) showed that mothers' spontaneous expressive vocabulary to their infants uniquely predicted infants' comprehension at 20 months.…”

Section: Individual Differences and The Effects Of Biological And Socmentioning

confidence: 99%

Translational research on early language development: Current challenges and future directions

Beeghly

2006

Develop. Psychopathol.

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There is a pressing need for the early and accurate identification of young children at risk for language and other developmental disabilities and the provision of timely, age-appropriate intervention, as mandated by Part C of the Individuals with Disabilities Education Act. Research has shown that early intervention is effective for many language impaired children in different etiological groups, and can reduce the functional impact of persistent disorders on children and their families. Yet, the accurate identification of infants and toddlers at risk for language impairment remains elusive, especially for late-talking children without obvious genetic or neurological conditions. In this paper, the need for translational research on basic processes in early language development in typical and atypical populations and the contextual factors that affect them are discussed, along with current challenges and future directions for its successful implementation. Implications of this research for clinical evidence-based practice are also considered.

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Lexical development during middle infancy: A mutually driven infant-caregiver process.

Cited by 75 publications

References 35 publications

Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

Temperamental and Joint Attentional Predictors of Language Development

Translational research on early language development: Current challenges and future directions

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