Novel Word Learning at 21 Months Predicts Receptive Vocabulary Outcomes in Later Childhood

Autor/inn/en	Rajan, Vinaya; Konishi, Haruka; Ridge, Katherine; Houston, Derek M.; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Eastman, Nancy; Schwartz, Richard G.
Titel	Novel Word Learning at 21 Months Predicts Receptive Vocabulary Outcomes in Later Childhood
Quelle	(2019), (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Language Skills; Vocabulary Development; Receptive Language; Predictive Validity; Parent Role; Phonemes; Novelty (Stimulus Dimension); Individual Differences; Cognitive Ability; Infants; Children; Longitudinal Studies; Spatial Ability; Intelligence Quotient; Language Proficiency; Language Acquisition; Speech + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Wortschatzarbeit; Rezeptive Kommunikationsfähigkeit; Parental role; Elternrolle; Fonem; Individueller Unterschied; Denkfähigkeit; Infant; Toddler; Toddlers; Kleinkind; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Räumliches Vorstellungsvermögen; Intelligenzquotient; Language skills; Sprachaneignung; Spracherwerb; Speaking; Sprechen
Abstract	Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than generalized cognitive abilities. Twenty-eight 21-month-olds were taught novel words using a modified version of the Intermodal Preferential Looking Paradigm. Seventeen children (range 7-10 years) returned to participate in a longitudinal follow-up. Novel word learning in infancy uniquely accounted for 22% of the variance in childhood receptive vocabulary but did not predict later childhood visuospatial ability or non-verbal IQ. These results suggest that the ability to associate novel sound patterns to novel objects, an index of the PROCESS of word learning, may be especially important for long-term language mastery. [This is the in press version of an article published in "Journal of Child Language." For the published version of this article, see EJ1218484.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01