The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Specific and general language performance across early childhood: Stability and gender considerations
Abstract
Altogether 329 children participated in four longitudinal studies of specific and general language performance cumulatively from 1;1 to 6;10. Data were drawn from age-appropriate maternal questionnaires, maternal interviews, teacher reports, experimenter assessments and transcripts of children’s own spontaneous speech. Language performance at each age and stability of individual differences across age in girls and boys were assessed separately and together. Across age, including the important transition from preschool to school, across multiple tests at each age and across multiple reporters, children showed moderate to strong stability of individual differences; girls and boys alike were stable. In the second through fifth years, but not before or after, girls consistently outperformed boys in multiple specific and general measures of language.
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Citations
Cites
Intelligence: Knowns and unknowns.
Neisser, U., Boodoo, G., Bouchard, T. J., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. F., Loehlin, J. C., Perloff, R., Sternberg, R. J., et al. (1996) · American Psychologist · doi:10.1037/0003-066x.51.2.77 · Cited by 2,913
Cited by
Associations Between Screen Use and Child Language Skills: A Systematic Review and Meta-analysis
Madigan, S., McArthur, B. A., Anhorn, C., Eirich, R., & Christakis, D. A. (2020) · JAMA Pediatrics · doi:10.1001/jamapediatrics.2020.0327 · Cited by 489
Eriksson, M., Marschik, P. B., Tulviste, T., Almgren, M., Pérez Pereira, M., Wehberg, S., Marjanovič‐Umek, L., Gayraud, F., Kovacevic, M., & Gallego, C. (2012) · British Journal of Developmental Psychology · doi:10.1111/j.2044-835x.2011.02042.x · Cited by 438
Early vocabulary development: the importance of joint attention and parent-child book reading.
Farrant, B. M., & Zubrick, S. R. (2012) · First Language · doi:10.1177/0142723711422626 · Cited by 242
Variability and Consistency in Early Language Learning: The Wordbank Project
Frank, M. C., Braginsky, M., Yurovsky, D., & Marchman, V. A. (2021) · doi:10.7551/mitpress/11577.001.0001 · Cited by 206
Putnick, D. L., Bornstein, M. H., Eryigit-Madzwamuse, S., & Wolke, D. (2017) · The Journal of Pediatrics · doi:10.1016/j.jpeds.2016.09.006 · Cited by 119
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Metadata
- Authors
- Bornstein, M. H., Hahn, C.-S., & Haynes, O. M.
- Venue
- First Language
- Publisher
- SAGE Publications
- Published
- 2004-10
- Volume
- 24
- Issue
- 3
- Pages
- 267-304
- ISSN
- 0142-7237 (ISSN-L)
- 1740-2344
- OpenAlex
- W2151210349
- Cited by
- 397
- References
- 1
- FWCI
- 9.90
- Type
- journal article
- Language
- en
- Open access
- closed
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- Bornstein, M. H., Hahn, C.-S., & Haynes, O. M. (2004). Specific and general language performance across early childhood: Stability and gender considerations. First Language. https://doi.org/10.1177/0142723704045681
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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