Linguistic ability and early language exposure

Mayberry, Rachel I.; Lock, Elizabeth; Kazmi, Hena

doi:10.1038/417038a

Cited by 249 publications

(195 citation statements)

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“…It is known that early language experience is necessary for the normal development of speech and language processing, 14,17 and that there is an association between the amount parents talk to their children between birth and age 3 years and subsequent vocabulary growth and IQ scores at age 3 years. 16,24 Studies in older children have shown an association between adult word counts, adult-child conversations, and improved child language outcomes.…”

Section: Discussionmentioning

confidence: 99%

“…12,13 It has been shown, in older children, that language development is strongly linked with language input. [14][15][16][17] Zimmerman et al 18 found that adult word counts and adult-child conversations (conversational turns) were positively associated with "healthy language development." However, it is not yet known if even very early conversations with preterm infants are associated with improved language outcomes.…”

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confidence: 99%

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Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

et al. 2014

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WHAT'S KNOWN ON THIS SUBJECT: It is known that adult language input is important to healthy language development and that preterm infants are at risk for language delay.WHAT THIS STUDY ADDS: This is the first study to provide evidence that preterm infants' exposure to adult words in the NICU before the mother' s due date are associated with better cognitive and language outcomes at 7 and 18 months' corrected age.abstract OBJECTIVE: The goal of this study was to test the association of mean adult word counts at 32 and 36 weeks' postmenstrual age in the NICU with Bayley Scales of Infant and Toddler Development, 3rd Edition (Bayley-III), cognitive and language scores. It was hypothesized that preterm infants exposed to higher word counts would have higher cognitive and language scores at 7 and 18 months' corrected age. METHODS:This prospective cohort study included 36 preterm infants with a birth weight #1250 g. Sixteen-hour recordings were made in the NICU by using a digital language processor at 32 and 36 weeks' postmenstrual age. Regression analyses were performed on adult word count per hour, with Bayley-III measures correcting for birth weight.RESULTS: Adult word counts in the NICU were positively correlated with 7-and 18-month Bayley-III scores. For the 32-week recording, in regression analyses adjusting for birth weight, adult word count per hour independently accounted for 12% of the variance in language composite scores (P = .04) and 20% of the variance in expressive communication scores at 18 months (P = .008). For the 36-week recording, adult word count per hour independently accounted for 26% of the variance in cognitive composite scores at 7 months (P = .0049).CONCLUSIONS: Increased amount of parent talk with preterm infants in the NICU was associated with higher 7-and 18-month corrected age Bayley-III language and cognitive scores. These findings offer an opportunity for language intervention starting in the NICU. Pediatrics 2014;133:e578-e584 AUTHORS:

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

et al. 2014

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“…The possibility that some aspects of language learning may be age dependent, in that they can be fully mastered only during a limited window of opportunity in early development, has been widely discussed (e.g., Doupe & Kuhl, 1999;Flege, Yeni-Komshian, & Liu, 1999;Johnson & Newport, 1989;Mayberry, Lock, & Kazmi, 2002). The hypothesis that there are critical or sensitive periods in language learning has been investigated mainly with regard to phonology, morphology, and syntax; however, lexical learning also needs to be considered.…”

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Age-of-acquisition effects in reading aloud: Tests of cumulative frequency and frequency trajectory

2004

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Several studies have reported that the age at which a word is learned affects skilled reading. This ageof-acquisition effect is potentially important for theories of reading and learning. The effect has been difficult to pin down, however, because the age at which a word is learned is correlated with many other lexical properties. Zevin and Seidenberg (2002) analyzed these phenomena, using connectionist models that distinguished between cumulative frequency (the total number of times a word is experienced) and frequency trajectory (the distribution of these experiences over time). The models prompted a reevaluation of the empirical literature on this topic. The present research tested and confirmed three behavioral predictions derived from these models. First, cumulative frequency has an impact on skilled word naming, more so than standard measures of frequency derived from such norms as those of Kucera and Francis (1967). Second, frequency trajectory affects age of acquisition: The timing of exposure to words affects how rapidly they are learned. However, frequency trajectory does not affect skilled reading aloud, because the consistencies in mapping between spelling and sound eventually wash out the effects of early differences in frequency of exposure. Thus, in skilled performance, the timing of exposure to words is less important than the amount of exposure. The results clarify the conditions under which age-dependent learning effects occur in reading aloud.

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“…11,12 Studies in term children ages 2 months to 36 months have shown that the more parents talk to their children, the faster their vocabularies grow and the higher the children's IQ test scores at age 3. 13,14 The rate of the vocabulary growth and IQ score are more strongly related to the number of words the parent says per hour to the child than to any other variable, including parents' education level and the socioeconomic status of the family.…”

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confidence: 99%

Importance of Parent Talk on the Development of Preterm Infant Vocalizations

et al. 2011

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WHAT'S KNOWN ON THIS SUBJECT:It is known that adult language input is important to healthy language development and that preterm infants are at risk for language delay. WHAT THIS STUDY ADDS:This is the first study to provide evidence that very preterm infants begin making vocalizations as early as 8 weeks before their projected due date and make significantly more vocalizations when a parent is present in the NICU. abstract OBJECTIVE: To determine the sound environment of preterm infants cared for in the NICU and to test the hypothesis that infants exposed to more adult language will make more vocalizations. METHODS:This was a prospective cohort study of 36 infants who had a birth weight of Յ1250 g. Sixteen-hour recordings of the infant sound environment were made in the NICU from a digital language processor at 32 and 36 weeks' postmenstrual age. Adult word counts, infant vocalizations, and conversational turns were analyzed. RESULTS:Infant vocalizations are present as early as 32 weeks. Both adult word counts per hour and infant vocalizations per hour increase significantly between 32 and 36 weeks. Infant exposure to language as a percentage of time was small but increased significantly. When a parent was present, infants had significantly more conversational turns per hour than when a parent was not present at both 32 and 36 weeks (P Ͻ .0001). CONCLUSIONS:Preterm infants begin to make vocalizations at least 8 weeks before their projected due date and significantly increase their number of vocalizations over time. Although infant exposure to language increased over time, adult language accounted for only a small percentage of the sounds to which an infant is exposed in the NICU. Exposure to parental talk was a significantly stronger predictor of infant vocalizations at 32 weeks and conversational turns at 32 and 36 weeks than language from other adults. These findings highlight the powerful impact that parent talk has on the appearance and increment of vocalizations in preterm infants in the NICU. Pediatrics 2011;128: 910-916

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Linguistic ability and early language exposure

Cited by 249 publications

References 10 publications

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

Adult Talk in the NICU With Preterm Infants and Developmental Outcomes

Age-of-acquisition effects in reading aloud: Tests of cumulative frequency and frequency trajectory

Importance of Parent Talk on the Development of Preterm Infant Vocalizations

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