The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Sources of variability in children’s language growth
Open accessAbstract
The present longitudinal study examines the role of caregiver speech in language development, especially syntactic development, using 47 parent-child pairs of diverse SES background from 14 to 46 months. We assess the diversity (variety) of words and syntactic structures produced by caregivers and children. We use lagged correlations to examine language growth and its relation to caregiver speech. Results show substantial individual differences among children, and indicate that diversity of earlier caregiver speech significantly predicts corresponding diversity in later child speech. For vocabulary, earlier child speech also predicts later caregiver speech, suggesting mutual influence. However, for syntax, earlier child speech does not significantly predict later caregiver speech, suggesting a causal flow from caregiver to child. Finally, demographic factors, notably SES, are related to language growth, and are, at least partially, mediated by differences in caregiver speech, showing the pervasive influence of caregiver speech on language growth.
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Cites
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SPSS and SAS procedures for estimating indirect effects in simple mediation models
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Children's First Word Combinations
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“Evidence also suggests that children may first acquire frames for particular words and then later extend that information to classes of words (e.g., Braine, 1976; Brooks, Tomasello, Dodson, and Lewis, 1999; Lieven, Pine and Baldwin, 1997; Pine and Lieven, 1993; Rowland and Pine, 2000; Tomasello,…”
BackgroundSubject–auxiliary inversion errors and wh-question acquisition: ‘what children do know?’
ROWLAND, C. F., & PINE, J. M. (2000) · Journal of Child Language · doi:10.1017/s0305000999004055 · Cited by 199
Cited by
Rowe, M. L. (2012) · Child Development · doi:10.1111/j.1467-8624.2012.01805.x · Cited by 1,258
Talking to Children Matters: Early Language Experience Strengthens Processing and Builds Vocabulary
Weisleder, A., & Fernald, A. (2013) · Psychological Science · doi:10.1177/0956797613488145 · Cited by 1,273
Hoff, E. (2013) · Developmental Psychology · doi:10.1037/a0027238 · Cited by 976
The contribution of early communication quality to low-income children’s language success
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., Yust, P. K. S., & Suma, K. (2015) · Psychological Science · doi:10.1177/0956797615581493 · Cited by 784
The Words Children Hear: Picture Books and the Statistics for Language Learning
Montag, J. L., Jones, M. N., & Smith, L. B. (2015) · Psychological Science · doi:10.1177/0956797615594361 · Cited by 324
“Type and token counts and type-token ratios are widely used in the study of language development, and individual differences in type-token ratios in the language-learning environment are predictive of vocabulary development (Huttenlocher et al., 2010; Pan et al., 2005; Rowe, 2012; Weizman & Snow, 2001).”
BackgroundMethod
Metadata
- Authors
- Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. V.
- Venue
- Cognitive Psychology
- Publisher
- Elsevier BV
- Published
- 2010-12
- Volume
- 61
- Issue
- 4
- Pages
- 343-365
- ISSN
- 0010-0285 (ISSN-L)
- OpenAlex
- W2045495963
- Cited by
- 997
- References
- 7
- FWCI
- 24.03
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
