Measurement Properties of the MacArthur Communicative Development Inventories at Ages One and Two Years

Feldman, Heidi M.; Dollaghan, Christine A.; Campbell, Thomas F.; Kurs‐Lasky, Marcia; Janosky, Janine E.; Paradise, Jack L.

doi:10.1111/1467-8624.00146

Cited by 291 publications

(262 citation statements)

References 26 publications

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“…As noted before, parental reports on receptive vocabulary knowledge are often biased (e.g., Tomasello & Mervis, 1994;DeAnda, Deák, Poulin-Dubois, Zesiger, & Friend, 2013). Parents in the present study, too, reported finding it difficult to guess what their child understands by 8 months; indeed, parental reports of productive vocabulary are considered more reliable than those for comprehension (Feldman et al, 2000). When we took into account more reliable measures, training context did appear to mediate the relationship between discrimination ability and vocabulary.…”

Section: Discussion Of Experimental Resultsmentioning

confidence: 46%

Semantics guide infants’ vowel learning: Computational and experimental evidence

Schure

Junge

Boersma

2016

Infant Behavior and Development

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Semantics guide infants' vowel learning: computational and experimental evidenceter Schure, S.M.M.; Junge, C.M.M.; Boersma, P.P.G. General rightsIt is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulationsIf you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: http://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. a b s t r a c tIn their first year, infants' perceptual abilities zoom in on only those speech sound contrasts that are relevant for their language. Infants' lexicons do not yet contain sufficient minimal pairs to explain this phonetic categorization process. Therefore, researchers suggested a bottom-up learning mechanism: infants create categories aligned with the frequency distributions of sounds in their input. Recent evidence shows that this bottom-up mechanism may be complemented by the semantic context in which speech sounds occur, such as simultaneously present objects. To test this hypothesis, we investigated whether discrimination of a non-native vowel contrast improves when sounds from the contrast were paired consistently or randomly with two distinct visually presented objects, while the distribution of speech tokens suggested a single broad category. This was assessed in two ways: computationally, namely in a neural network simulation, and experimentally, namely in a group of 8-month-old infants. The neural network, trained with a large set of sound-meaning pairs, revealed that two categories emerge only if sounds are consistently paired with objects. A group of 49 real 8-month-old infants did not immediately show sensitivity to the pairing condition; a later test at 18 months with some of the same infants, however, showed that this sensitivity at 8 months interacted with their vocabulary size at 18 months. This interaction can be explained by the idea that infants with larger future vocabularies are more positively influenced by consistent training (and/or more negatively influenced by inconsistent training) than infants with smaller future vocabularies. This suggests that consistent pairing with distinct visual objects can help infants to discriminate speech sounds even when the auditory information does not signal a distinction. Together our results give computational as well as experimental support for the idea that semantic context plays a role in disambiguating phonetic auditory input.

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Section: Discussion Of Experimental Resultsmentioning

confidence: 46%

Semantics guide infants’ vowel learning: Computational and experimental evidence

Schure

Junge

Boersma

2016

Infant Behavior and Development

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“…It is well established that children from lower SES build their vocabularies at slower rates than children from higher SES (Arriaga, Fenson, Cronan, & Pethick, 1998;Dollaghan et al, 1999;Feldman et al, 2000;Hart & Risley, 1995;Hoff, in press;Morrisset, Barnard, Greenberg, Booth, & Spieker, 1990;Rescorla, 1989;Rescorla & Alley, 2001). This relation could be the result of several factors including (a) biologically based differences in children's abilities, caused by genes or health; (b) global effects of differences in family functioning and home environments (Linver et al, 2002); and (c) specific effects of differences in language-learning experiences (Hoff & Naigles, 2002;Hoff-Ginsberg, 1998).…”

mentioning

confidence: 99%

The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech

2003

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The hypothesis was tested that children whose families differ in socioeconomic status (SES) differ in their rates of productive vocabulary development because they have different language-learning experiences. Naturalistic interaction between 33 high-SES and 30 mid-SES mothers and their 2-year-old children was recorded at 2 time points 10 weeks apart. Transcripts of these interactions provided the basis for estimating the growth in children's productive vocabularies between the first and second visits and properties of maternal speech at the first visit. The high-SES children grew more than the mid-SES children in the size of their productive vocabularies. Properties of maternal speech that differed as a function of SES fully accounted for this difference. Implications of these findings for mechanisms of environmental influence on child development are discussed.Family socioeconomic status (SES) is a powerful predictor of many aspects of child development. An aim of current research is to identify the pathways by which SES exerts its well-established influence (DeGarmo, Forgatch, & Martinez, 1999;Keating & Hertzman, 1999;Linver, Brooks-Gunn, & Kohen, 2002; National Research Council and Institute of Medicine, 2000). Because SES and child development are multifaceted variables and because many factors that influence child development covary with SES, the causal relations underlying SES effects on child development may be difficult to uncover (Hoff, Laursen, & Tardif, 2002). The present study focused on one reliably observed relation between SES and child development and sought to identify the underlying mechanism.The relation in focus is that between SES and early vocabulary development. It is well established that children from lower SES build their vocabularies at slower rates than children from higher SES (Arriaga,

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“…Parental report measures provide a simple and easy means of estimating the lexicon size and require no cooperation from the child. Furthermore, they may be perceived as more ecologically valid since they evaluate children's skills in the home environment (Feldman, Dollaghan, Campbell, Kurs-Lasky, Janosky, & Paradise, 2000;Nott et al 2003;Prezbindowski & Lederberg, 2003).…”

Section: Introductionmentioning

confidence: 99%

Investigating Use of a Parent Report Tool to Measure Vocabulary Development in Deaf Greek-speaking Children with Cochlear Implants

Oktapoti

Okalidou

Kyriafinis

et al. 2016

Deafness & Education International

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AcknowledgmentsWe are grateful to the parents of the CI children who participated in the study. 2 AbstractObjective: There are very few measures of language development in spoken Greek that can be used with young deaf children. This study investigated the use of CYLEX, a receptive and expressive vocabulary assessment based on parent report that has recently been adapted to Standard Greek, to measure the vocabulary development of deaf Greekspeaking children with cochlear implants.Design: A Standard Greek version of CYLEX was used to collect data on receptive and expressive vocabulary development from parents of 13 deaf children with cochlear implants aged between 21 to 71 months. These data were compared with data collected previously from typically developing hearing Greek-speaking children.Results: Use of the test by parents of deaf children was found to be reliable. No correlation was found between children's vocabulary scores and chronological age. A positive correlation was however found between children's post-implant age and expressive vocabulary. The vocabulary skills of implanted children with a mean post-implant age of 20 months were not significantly different from those of typically developing hearing children of similar chronological age.Conclusion: CYLEX is a reliable and useful tool for exploring vocabulary development with this clinical group. Findings confirm the results of other studies in indicating that the vocabulary size of implanted preschool-aged deaf children is related to the amount of time that children have used their implant, rather than chronological age.

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Measurement Properties of the MacArthur Communicative Development Inventories at Ages One and Two Years

Cited by 291 publications

References 26 publications

Semantics guide infants’ vowel learning: Computational and experimental evidence

Semantics guide infants’ vowel learning: Computational and experimental evidence

The Specificity of Environmental Influence: Socioeconomic Status Affects Early Vocabulary Development Via Maternal Speech

Investigating Use of a Parent Report Tool to Measure Vocabulary Development in Deaf Greek-speaking Children with Cochlear Implants

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