Journal article
Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax
Psychological science, Vol.32(4), pp.95679762097055-548
03/15/2021
DOI: 10.1177/0956797620970559
PMID: 33720801
Abstract
Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.
Details
- Title: Subtitle
- Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax
- Creators
- Catriona Silvey - Division of Psychology and Language Sciences, University College LondonÖzlem Ece Demir-Lira - Department of Psychological and Brain Sciences, The University of Iowa, DeLTA Center, The University of Iowa, Iowa Neuroscience Institute, The University of IowaSusan Goldin-Meadow - Department of Psychology, The University of Chicago, Department of Comparative Human Development, The University of ChicagoStephen W Raudenbush - Department of Sociology, The University of Chicago
- Resource Type
- Journal article
- Publication Details
- Psychological science, Vol.32(4), pp.95679762097055-548
- DOI
- 10.1177/0956797620970559
- PMID
- 33720801
- NLM abbreviation
- Psychol Sci
- ISSN
- 0956-7976
- eISSN
- 1467-9280
- Grant note
- DOI: 10.13039/100000071, name: National Institute of Child Health and Human Development, award: P01-HD40605; name: Hymen Milgrom Supporting Organization; DOI: 10.13039/501100000286, name: British Academy, award: pf170057
- Language
- English
- Date published
- 03/15/2021
- Academic Unit
- Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
- Record Identifier
- 9984070718002771
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