The Relationship Between the Onset of Speech and Intelligence

Abt, Isaac A.; Adler, Herman M.; Bartelme, Phyllis F.

doi:10.1001/jama.1929.02710180001001

Cited by 23 publications

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“…Attainment of language and its association with cognitive outcomes has drawn attention for decades (Abt et al ., ). However, the vast majority of previous studies on language development in relation to later cognitive outcomes have focused on children with specific language delays (Bashir & Scavuzzo, ; Catts et al ., ; Liao et al ., ; Scarborough & Dobrich, ; Silva et al ., , ; Stern et al ., ; Young et al ., ) and/or on cognitive outcomes measured in childhood (Peyre et al ., ; Shapiro et al ., ) or adolescence (Young et al ., ), while studies focusing on the ‘normal’ variation of language attainment and studies with a follow‐up time into adulthood are scarce.…”

Section: Discussionmentioning

confidence: 97%

Language development and intelligence in midlife

Flensborg‐Madsen

Mortensen

2018

British J of Dev Psycho

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Individual differences in early language skills have been found to be associated with other cognitive outcomes in childhood and adolescence. However, research is limited on whether these associations persist into adulthood. In this study, we examined potential associations of the timing of early language milestones with cognitive ability in a prospective cohort study of 938 singletons from the Copenhagen Perinatal Cohort (CPC), who participated in a 50‐year follow‐up examination in 2009–2011. Later attainment of a number of milestones was associated with lower midlife IQ with the strongest associations found for ‘Naming objects/animals in pictures’, ‘Forming a sentence’, and ‘Sharing experiences’. Milestones related to language explained 6.7% of the variance in midlife IQ, while milestones related to social interaction explained 3.1%. The study provides evidence that individual differences in language development during the first years of life are associated with intelligence in midlife. What is already known on this subject? Differences in early language skills are associated with other cognitive skills in childhood and adolescence. No study has examined this association from childhood through midlife in a large community‐based sample. What does this study add? Early language development is associated with intelligence in midlife. A total of 6.7% of the variance in midlife IQ is explained by milestones related to language. Adjustment for potentially confounding factors did not change the associations.

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Section: Discussionmentioning

confidence: 97%

Language development and intelligence in midlife

Flensborg‐Madsen

Mortensen

2018

British J of Dev Psycho

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“…It includes distinct scales of, for example, receptive and expressive language, and thus this widely used childhood assessment instrument includes assessment of language development. Although the predictive value of the Bayley scales for later cognitive functioning is still debatable (Aylward, ; Bode, D'Eugenio, Mettelman, & Gross, ; Hack et al., ; Luttikhuizen dos Santos, de Kieviet, Konigs, van Elburg, & Oosterlaan, ; Mackintosh, ), speech and language development has generally been considered to be a useful indicator of a child's overall mental development and cognitive ability (Nelson et al., ), which has been supported in several studies (Abt, Adler, & Bartelme, ; Bashir & Scavuzzo, ; Catts, Fey, Tomblin, & Zhang, ; Liao et al., ; Scarborough & Dobrich, ; Silva, McGee, & Williams, ; Silva et al., ; Silva, Williams, & McGee, ; Stern, Connell, Lee, & Greenwood, ; Taanila, Murray, Jokelainen, Isohanni, & Rantakallio, ).…”

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confidence: 99%

“…Studies on motor development have, for example, in the Fels longitudinal study been conducted already in fetal life (Society for Research in Child Development 2015a and 2015b), and associations between motor development and cognitive outcomes have in fact been demonstrated in several studies of children (Capute, Shapiro, Palmer, Ross, & Wachtel, ; Hamadani, Tofail, Cole, & Grantham‐McGregor, ; Piek, Dawson, Smith, & Gasson, ; Murray, Jones, Kuh, & Richards, ; Friedman, Watamura, & Robertson, ; Rantakallio, von Wendt, & Makinen, ; Taanila et al., ) as well as in studies of adults (Taanila et al., ; Murray et al., ; Murray et al., ). Similarly, it is likely that early language development not only reflects early cognitive development but also stimulates further intellectual development (Abt et al., ; Silva et al., ; Silva et al., ; Stern et al., ; Taanila et al., ).…”

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confidence: 99%

Associations of Early Developmental Milestones With Adult Intelligence

Flensborg‐Madsen

Mortensen

2017

Child Development

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The study investigated whether age at attainment of 20 developmental milestones within the areas of language, walking, eating, dressing, social interaction, and toilet training was associated with adult intelligence. Mothers of 821 children of the Copenhagen Perinatal Cohort recorded 20 developmental milestones at a 3-year examination, and all children were administered the Wechsler Adult Intelligence Scale when they were 20-34 years old. Later attainment of a number of milestones was associated with lower adult IQ with the strongest associations found for those related to language and social interaction. The adjusted full-scale IQ means were 107.0, 101.8, and 100.6 for being able to form a sentence at less than 24 months, at 24 months, and later than 24 months.

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“…Schillace (1964) used the retrospective histories of 20 neurotic children to compare with those of his 41 defective children. Abt et al (1929) correlated the IQ with the historical age for walking and talking in 1, OOO children referred to a psychiatric clinic (IQ range 10-159; mean 80 for boys and 82 for girls). The fact that their correlation coefficients were as high as r = 0.,3-0.4 was shown by Dennis (1943) to be entirely accounted for by the results in children with an IQ of less than 70.…”

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Potential Value of Four Early Developmental Milestones in Screening Children for Increased Risk of Later Retardation

Neligan

Prudham

1969

Develop Med Child Neuro

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SUMMARY Children later excluded from normal school on account of mental defect, cerebral palsy or deafness, show a significant delay in passing the milestones of sitting and walking unsupported, and using sentences; the use of single words provides less reliable information. Children later admitted to normal schools show a significant relationship between delay in walking and using sentences and a low IQ at the age of 5 years, which reaches a practical level of specificity when the information for both milestones, based on near‐contemporary data, is combined. Résumé Valeur prédictive de quatre étapes fondamentales du développement pour Vappreciation des enfants enfonction du risque d'apparition ulterieure de retard Les enfants exclus par la suite d'une ecole nonnale pour un trouble mental, une infirmite motrice cerebrale ou une surdite presentent auparavant un retard significatif dans l'acquisi‐tion de la tenue assise, de la marche sans support et dans l'usage de phrases; la date d'apparition de l'usage des mots isolés donne une information moins valable. Les enfants admis plus tard dans les écoles normales temoignent d'une relation significative entre un retard de marche et d'utilisation des phrases et un IQ bas a l'age de 5 ans; cette relation devient prédictive en pratique quand on dispose d'observations contempo‐raines sur l'apparition de ces deux étapes fondamentales. ZUSAMMENFASSUNG Der Potentielle Wert von vier Meilensteinen der friihen Entwicklung fur die Erfassung von Kindern mil erhdhtem Risiko spdterer Retardierung Kinder, die spater wegen eines mentalen Defektes, einer cerebralen Lähmung oder wegen Taubheit aus der normalen Schule ausgeschlossen wurden, zeigen eine eindeutige Vers‐patung beim Passieren der Meilensteine: Sitzen, Gehen ohne Unterstiitzung und Gebrauch von Satzen; der Gebrauch einzelner Worte ergibt weniger genaue Information. Kinder, die spater in normale Schulen aufgenommen wurden, zeigen eine eindeutige Beziehung zwischen der Verspatung im Gehen und Gebrauch von Satzen und einem niedrigen IQ im Alter von 5 Jahren, die den praktischen Wert der Spezifitat erreicht, wenn die Information beider Meilensteine auf kurz zuruckliegenden Werten beruht und zusammengefaβt wird. RESUMEN El valor potencial de cuatro escalones del desarrollo precoz del nifio como indicacion de un peligro aumentado de retraso subsecuente Los niños que mas tarde se excluiran de escuelas normales por deficiencia mental, paralisis cerebral, o sordera, llevan un retraso considerable en alcanzar los escalones de sentarse y andar sin ayuda, y de emplear frases. El uso de palabras solas da informes menos confiables. Los niños que asisten mas tarde a escuelas normales presentan una relacidn estrecha entre un retraso en andar y emplear frases, y un cociente intelectual bajo a los 5 anos. Esta relacion llega a un nivel practico de especifidad cuando se combinan los informes para ambos escalones, segiin datos casi contemporaneos.

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The Relationship Between the Onset of Speech and Intelligence

Abstract: When the answer to the question "Age of talk¬ ing?" was indefinite, i. e., "about a year," "around eighteen months," "at the usual age," that record was excluded from this studv.

Cited by 23 publications

References 2 publications

Language development and intelligence in midlife

Language development and intelligence in midlife

Associations of Early Developmental Milestones With Adult Intelligence

Potential Value of Four Early Developmental Milestones in Screening Children for Increased Risk of Later Retardation

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