The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways

Wade, Mark; Jenkins, Jennifer M.; Venkadasalam, Vaunam P.; Binnoon-Erez, Noam; Ganea, Patricia A.

doi:10.1016/j.cogdev.2018.01.005

Cited by 49 publications

(53 citation statements)

References 102 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Our inclusion of parental SES and parental overall talk account for the variability in such aspects, as parental SES is correlated with responsiveness (Evans, ). Further, parental language input and responsiveness has been argued to relate to later outcomes via independent pathways (Wade, Jenkins, Venkadasalam, Binnoon‐Erez, & Ganea, ). Finally, our sample only included families where English was the primary language spoken at home, which limits the generalizability of our findings.…”

Section: Discussionmentioning

confidence: 99%

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Demir-Lira

Applebaum

Goldin‐Meadow

et al. 2019

Developmental Science

118

View full text Add to dashboard Cite

It is widely believed that reading to preschool children promotes their language and literacy skills. Yet, whether early parent-child book reading is an index of generally rich linguistic input or a unique predictor of later outcomes remains unclear. To address this question, we asked whether naturally occurring parent-child book reading interactions between 1 and 2.5 years-of-age predict elementary school language and literacy outcomes, controlling for the quantity of other talk parents provide their children, family socioeconomic status, and children's own early language skill. We find that the quantity of parent-child book reading interactions predicts children's later receptive vocabulary, reading comprehension, and internal motivation to read (but not decoding, external motivation to read, or math skill), controlling for these other factors. Importantly, we also find that parent language that occurs during book reading interactions is more sophisticated than parent language outside book reading interactions in terms of vocabulary diversity and syntactic complexity. K E Y W O R D Sbook reading, language, language input, literacy † This work was completed while at the University of Chicago.

show abstract

Section: Discussionmentioning

confidence: 99%

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Demir-Lira

Applebaum

Goldin‐Meadow

et al. 2019

Developmental Science

118

View full text Add to dashboard Cite

show abstract

“…However, there is evidence for a unique role for maternal responsiveness that goes beyond children's direct exposure to language models. For instance, there are independent mechanisms linking parental responsiveness and parental linguistic input, respectively, to children's developing language, when considered simultaneously (Wade, Jenkins, Venkadasalam, Binnoon‐Erez, & Ganea, ). Further, in a longitudinal randomized controlled trial, Landry et al () showed that contingent responsiveness, rather than verbal input, mediated the intervention effects on children's language development.…”

Section: Maternal Responsiveness and Childhood Verbal Abilitiesmentioning

confidence: 99%

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Prime

Wade

González

2019

Developmental Science

Self Cite

View full text Add to dashboard Cite

Language abilities in early childhood show stability over time and play an important role in the development of other cognitive processes. Identifying modifiable environmental risk factors is important to informing prevention and early intervention efforts. Maternal verbal ability has been previously linked to child verbal ability. The current study examined whether maternal and child verbal abilities were linked indirectly through early childhood maternal responsiveness. Data come from a longitudinal birth cohort study. Participants included 133 mothers and their children recruited from maternity wards shortly after birth. Maternal verbal ability was measured using the Vocabulary subtest from the Wechsler Abbreviated Scale of Intelligence, Second Edition (child age 8 months). Child verbal ability was assessed using the Peabody Picture Vocabulary Test (36 months). A latent maternal responsiveness variable was estimated using three developmentally sensitive indicators; one during infancy (child age 8 months) and two when children were 36 months. Results of a structural equation model indicated a significant indirect effect from maternal verbal abilities to child verbal abilities through maternal responsiveness. This indirect path was significant even after inclusion of another indirect path from maternal executive functioning to child verbal ability through maternal responsiveness (which was not significant). Future studies will benefit from experimental, genetically sensitive and/or cross‐lagged designs to allow for conclusions related to directionality and causality. This body of research has implications for the study of the intergenerational transmission of verbal abilities and associated skills, behaviours and adaptive outcomes.

show abstract

“…Responsive parenting is by now an established predictor of various aspects of self‐regulation (e.g., Bernier, Carlson & Whipple, ; Frick, Forslund, Fransson, Johansson, Bohlin & Brocki, ; Landry, Smith & Swank, ; Pauli‐Pott, Schloß & Becker, ; Wade, Jenkins, Venkadasalam, Binnoon‐Erez & Ganea, ). Indeed, parenting can in and of itself be thought of as a regulatory factor that employs direct extrinsic regulation of the child's emotions, cognitions, and behavior, that is later internalized as self‐regulation (Bernier et al ., ).…”

Section: Introductionmentioning

confidence: 99%

“…These constructs put varied emphasis on problem solving, emotion regulation, and the communicative aspect of responsive parenting, with the common theme that the parent is attentive to the child's needs and whereabouts and responds promptly and adequately (Ainsworth, ). Different aspects of parenting are often found to be inter‐related, such as sensitivity and scaffolding (Bernier et al ., ), sensitivity and linguistic input (Wade et al ., ), as well as sensitivity and cognitive stimulation (Vallotton et al ., ). Indeed, sensitivity during the first years of life has been suggested as a global proxy for different aspects of responsive parenting because of its focus on the parent's ability to respond promptly and sensitively to the child's interests, focus of attention, needs, etc.…”

Section: Introductionmentioning

confidence: 99%

Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years

Frick

Forslund

Brocki

2019

Scandinavian J Psychology

View full text Add to dashboard Cite

2019). Does child verbal ability mediate the relationship between maternal sensitivity and later self-regulation? A longitudinal study from infancy to 4 years. Scandinavian Journal of Psychology, 60, 97-105.There is a need to further examine the mechanisms by which maternal sensitivity influences the development of child self-regulation. This study investigated the role of maternal sensitivity when infants were 10 months old and child verbal ability at 18 months, in relation to various aspects of selfregulation at 48 months, in a sample of 95 typically developing children (46.3% girls). In particular, the study examined, from a Vygotskian perspective, whether child verbal ability, as measured by receptive and expressive language, mediated the relationship between maternal sensitivity and hot and cool aspects of self-regulation in the child. As hypothesized, maternal sensitivity predicted child verbal ability, as well as working memory, set shifting, and delay of gratification. Child receptive language predicted set shifting, inhibition, and delay of gratification. In addition, receptive language mediated the relationship between maternal sensitivity and inhibition only. Additive effects of maternal sensitivity and child receptive language in relation to set shifting were found, and a main effect of maternal sensitivity on child delay of gratification. The results add to the body of research suggesting that responsive parenting and child verbal ability are important for the development of self-regulation, and suggest that different mechanisms may be at work for different aspects of self-regulation.

show abstract

The role of maternal responsiveness and linguistic input in pre-academic skill development: A longitudinal analysis of pathways

Cited by 49 publications

References 102 publications

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input

The link between maternal and child verbal abilities: An indirect effect through maternal responsiveness

Does child verbal ability mediate the relationship between maternal sensitivity and later self‐regulation? A longitudinal study from infancy to 4 years

Contact Info

Product

Resources

About