Infant Language Development Is Related to the Acquisition of Walking

Autor/inn/en	Walle, Eric A.; Campos, Joseph J.
Titel	Infant Language Development Is Related to the Acquisition of Walking
Quelle	In: Developmental Psychology, 50 (2014) 2, S.336-348 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0033238
Schlagwörter	Infants; Child Development; Language Acquisition; Correlation; Physical Activities; Observation; Parent Child Relationship; Prediction; Social Environment; Receptive Language; Expressive Language; Longitudinal Studies; Social Development; Motor Development; Online Surveys; Measures (Individuals); Vocabulary Development + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Sprachaneignung; Spracherwerb; Korrelation; Beobachtung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Vorhersage; Soziales Umfeld; Rezeptive Kommunikationsfähigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Soziale Entwicklung; Motorische Entwicklung; Messdaten; Wortschatzarbeit
Abstract	The present investigation explored the question of whether walking onset is related to infant language development. Study 1 used a longitudinal design (N = 44) to assess infant locomotor and language development every 2 weeks from 10 to 13.5 months of age. The acquisition of walking was associated with a significant increase in both receptive and productive language, independent of age. Study 2 used an age-held-constant study with 12.5-month-old infants (38 crawling infants; 37 walking infants) to further explore these findings. Results from Study 2 replicated the differences in infant language development between locomotor groups. Additionally, a naturalistic observation of parent--infant interactions (20 crawling dyads; 24 walking dyads) revealed that language development was predicted by multiple factors in the social environment, but only for walking infants. Possible explanations of the findings (e.g., social, cognitive, neurological) are discussed, and topics for future research are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01