Maternal education revisited: Vocabulary growth in English and Spanish from 16 to 30 months of age

Friend, Margaret; López, Oliver; Anda, Stephanie De; Abreu-Mendoza, Roberto A.; Arias‐Trejo, Natalia

doi:10.1016/j.infbeh.2021.101685

Cited by 2 publications

(2 citation statements)

References 33 publications

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“…Perhaps surprisingly, in our sample, no evidence was found associating infants' productive vocabulary size with either maternal education level or maternal work status. This is partly inconsistent with previous studies that found a positive correlation between maternal education and children's vocabulary development (Bruce et al, 2022;Friend et al, 2022;Hoff, 2003). Additionally, using longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), Magnuson et al (2009) found that increases in maternal education between infants' 24th to 36th months were associated with infants' productive and receptive language skills at 36 months.…”

Section: Discussionmentioning

confidence: 63%

Novel word learning ability in 24-month-olds: The interactive role of mother’s work status and education level

HUANG,

WANG

2024

J. Child Lang.

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Using both online and offline measures, this study investigates how maternal education and work status (stay-at-home, part-time, full-time) are jointly associated with infants’ word learning ability and vocabulary size. One hundred 24-month-old infants completed a lab-based mutual exclusivity task, which assesses infants’ novel word learning ability. Caregivers reported infants’ productive vocabulary size using the MCDIs. There was no evidence for an association between infants’ productive vocabulary size and maternal education, maternal work status, or their interaction. However, infants’ novel word learning ability was significantly related to both maternal factors and their interaction. The positive association between maternal education and word learning performance was attenuated for infants of part-time and full-time working mothers compared to infants with at home mothers. These findings suggest that using real-time measures with high task demand may better capture developmental differences in infants and expand our understanding of maternal factors contributing to early language development.

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Section: Discussionmentioning

confidence: 63%

Novel word learning ability in 24-month-olds: The interactive role of mother’s work status and education level

HUANG,

WANG

2024

J. Child Lang.

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“…English is important for several other reasons, one of which is that it can be used to clarify misunderstandings (Friend et al, 2022;Sifakis, 2019). For instance, if people living in Western countries are not Muslims and have difficulty understanding Islam because of misunderstandings they have encountered while studying the religion, we can assist them by explaining Islam in English (B. .…”

Section: Methodology 21 English In Islamic Collegementioning

confidence: 99%

The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic

Susanto¹

2022

scr. j. j. linguist. engl. teach.

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Background: The occurrence of the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at Islamic universities in Indonesia. Learning loss is a separate obstacle that must be faced after the COVID-19 pandemic. This study aims to describe lecturers' factors, strategies, and roles in dealing with learning loss in learning English at Islamic universities in Indonesia. Methodology: This study examines or interprets written materials based on the context of published records, textbooks, newspapers, periodicals, and articles. This paper's method guided the writing of research-based conclusions. These conclusions defined "learning loss" and examined the English learning problems at Islamic universities in Indonesia following the pandemic. Descriptive-qualitative methods get facts and interpretations. This method studies deductive and inductive reasoning up to the level of description. Findings: This study finds some factors of learning loss in English learning at Islamic universities, such as internet access, the quality of their distance education program, families, and engagement. Conclusion: This research concludes that in overcoming learning loss after the COVID-19 pandemic, learning recovery is carried out by all parties, including the university, lecturers, the entire campus academic community, and local and central governments, by designing the Independent Learning Curriculum. Originality: This research demonstrates that the COVID-19 pandemic significantly impacts English learning. In addition, this study identifies the causes of student learning loss at Islamic universities.

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Maternal education revisited: Vocabulary growth in English and Spanish from 16 to 30 months of age

Cited by 2 publications

References 33 publications

Novel word learning ability in 24-month-olds: The interactive role of mother’s work status and education level

Novel word learning ability in 24-month-olds: The interactive role of mother’s work status and education level

The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic

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