Language development in children from different SES backgrounds

Vanormelingen, Liesbeth; Faes, Jolien; Gillis, Steven

doi:10.1075/dujal.19032.van

Cited by 7 publications

(5 citation statements)

References 77 publications

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“…This babbling robustness applies to conditions as diverse as Down syndrome, Williams syndrome, autism and deafness [12]. Low socio-economic status correlates with low volubility in babbling and may delay canonical babbling onset, but does not prevent either precanonical or canonical babbling [35]. Little is known as yet about volubility or stage onset for babbling in foraging or minimally agricultural communities.…”

Section: (G) Robustness Of Human Babbling and Possible Variations Across Culturesmentioning

confidence: 99%

Cross-species parallels in babbling: animals and algorithms

Haar

Fernandez

Gratier

et al. 2021

Phil. Trans. R. Soc. B

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A key feature of vocal ontogeny in a variety of taxa with extensive vocal repertoires is a developmental pattern in which vocal exploration is followed by a period of category formation that results in a mature species-specific repertoire. Vocal development preceding the adult repertoire is often called ‘babbling’, a term used to describe aspects of vocal development in species of vocal-learning birds, some marine mammals, some New World monkeys, some bats and humans. The paper summarizes the results of research on babbling in examples from five taxa and proposes a unifying definition facilitating their comparison. There are notable similarities across these species in the developmental pattern of vocalizations, suggesting that vocal production learning might require babbling. However, the current state of the literature is insufficient to confirm this suggestion. We suggest directions for future research to elucidate this issue, emphasizing the importance of (i) expanding the descriptive data and seeking species with complex mature repertoires where babbling may not occur or may occur only to a minimal extent; (ii) (quasi-)experimental research to tease apart possible mechanisms of acquisition and/or self-organizing development; and (iii) computational modelling as a methodology to test hypotheses about the origins and functions of babbling. This article is part of the theme issue ‘Vocal learning in animals and humans’.

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Section: (G) Robustness Of Human Babbling and Possible Variations Across Culturesmentioning

confidence: 99%

Cross-species parallels in babbling: animals and algorithms

Haar

Fernandez

Gratier

et al. 2021

Phil. Trans. R. Soc. B

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“…Secondly, it is possible that SES does not affect language development before the age of 13 months. Research on SES-effects in children this young is scarce and the findings are mixed (e.g., Eilers et al, 1993;Gonzalez-Gomez et al, 2021;McGillion et al, 2017;Vanormelingen et al, 2020). While a vast body of evidence suggests that SES already affects language development by the time children enter elementary school (Fernald et al, 2013;Hart & Risley, 1995;Hoff, 2003;McDowell et al, 2007;Zhang et al, 2013), these effects may not be observable or even present before the age of 13 months.…”

Section: Discussionmentioning

confidence: 99%

“…To uncover the pathways through which SES affects language development, it is necessary to identify when SES-effects on language start to emerge. As some of the studies discussed above have demonstrated, SES-effects on language are already observable at a very young age, the earliest reported effects being a delayed babbling onset at 6 months (Vanormelingen et al, 2020; but for studies who do not find such an effect, cf. McGillion et al, 2017;Eilers et al, 1993) and pointing onset at 12 months (McGillion et al, 2017).…”

Section: Research Questions and Hypothesesmentioning

confidence: 98%

“…However, the evidence on the effect of SES on babbling onset is mixed. Using a different measure of babbling, a recent study found that Flemish-Dutch children from low SES families start babbling significantly later than mid SES children (Vanormelingen et al, 2020). Interactions between children and their caregivers were recorded monthly between 6 and 24 months.…”

Section: Phonologymentioning

confidence: 99%

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Socio-economic status and other potential risk factors for language development in the first year of life

DER NEDERLANDEN,

SCHAEFFER,

VAN BAKEL

et al. 2023

J. Child Lang.

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A wide variety of language skills has been shown to be compromised in children from low socioeconomic status (SES). However, few studies have investigated the effect of SES on language development in infants. The aim of this study is two-fold: to investigate when the first SES-effects on language can be observed and to explore the effects of three variables often claimed to be linked to SES – gestational duration, stress and parent-child interaction – on language development. Parents/caregivers of 539 Dutch-acquiring infants aged 8-13 months from mid to high SES backgrounds completed a questionnaire including the LENA Developmental Snapshot (Gilkerson et al., 2017a) and the Brigance Parent-Child Interaction Scale (Glascoe & Brigance, 2002). No association was found between SES and language development. However, the results suggest that corrected age and parent-child interaction positively influence language development at this early age.

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“…The typically developing child will most likely utter their first distinct word by the first year of life (Bloom, 1976(Bloom, /2013. Before then, much of language production comes in the form of babbling or other vocal sounds, that often reflect similar sounds and sequences as meaningful speech and predict later language skills (Oller et al, 1976;Vanormelingen et al, 2020). Around 18 -20 months, children start to combine words to form short sentence-like structures, originally referred to as telegraphic speech (Gerken et al, 1990).…”

Section: Development Of Language Productionmentioning

confidence: 99%

Young children's use of working memory for producing unfamiliar sentence structures

Adams¹

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In a previous study (here termed Study 1), we explored the effects of working memory loads on young children's recall of passive voice structures. We found that participants (n = 36) were more likely to use the passive voice in recall responses when holding an unrelated memory load but were more likely to use the active voice when not under load. In the two new studies presented here (Studies 2 and 3), I extend these findings to explore how working memory loads impact not only children's recall but also their construction of original passive voice structures. In the first new study, I used a similar method to Adams and Cowan (2021) but gave 4- and 5-year-old participants (n = 38) more instruction and practice recalling the passive. Responses were categorized as either passive or active voice sentences (a small subset of responses could not be categorized as either syntax). Participants were more likely than in the previous work to use the passive voice overall, but use was not significantly impacted by memory loads. Participants were more likely to use the active voice when there was no load, as in the previous study. In a second study, I explored if 4- and 5-year-old children (n = 36) could form their own passive voice constructions about animations depicting transitive actions. Participants used the passive voice in around 21 percent of all responses, and used the active voice for most of the remaining responses. Working memory loads did not cause participants to speak in the passive or active voice more often. Performance on the QUILS, which combined measures of vocabulary, syntax, and processing abilities, predicted participant's ability to use the passive voice, especially when under working memory load. Combined results demonstrate the difference in task demand between recalling passive sentences versus constructing passive sentences and how working memory contributes to each.

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Language development in children from different SES backgrounds

Cited by 7 publications

References 77 publications

Cross-species parallels in babbling: animals and algorithms

Cross-species parallels in babbling: animals and algorithms

Socio-economic status and other potential risk factors for language development in the first year of life

Young children's use of working memory for producing unfamiliar sentence structures

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