Infant Attention and Maternal Education Are Associated with Childhood Receptive Vocabulary Development

Autor/inn/en	Bruce, Madeleine; Miyazaki, Yasuo; Bell, Martha Ann
Titel	Infant Attention and Maternal Education Are Associated with Childhood Receptive Vocabulary Development
Quelle	In: Developmental Psychology, 58 (2022) 7, S.1207-1220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bruce, Madeleine) ORCID (Miyazaki, Yasuo) ORCID (Bell, Martha Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001365
Schlagwörter	Receptive Language; Vocabulary Development; Infants; Attention; Parent Child Relationship; Parent Background; Mothers; Educational Attainment; Predictor Variables; Gender Differences; Virginia; North Carolina (Greensboro); Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Rezeptive Kommunikationsfähigkeit; Wortschatzarbeit; Infant; Toddler; Toddlers; Kleinkind; Aufmerksamkeit; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternhaus; Mother; Mutter; Bildungsabschluss; Bildungsgut; Prädiktor; Geschlechterkonflikt
Abstract	Receptive vocabulary development was examined in 313 children (151 girls; 78% White) as a function of infant attention and maternal education (66% of mothers held a college degree or higher). Attention was measured at 10 months using a dynamic puppet task and receptive vocabulary was measured at 3-, 4-, 6-, and 9 years of age using the Peabody Picture Vocabulary Test. The best-fitting multilevel growth model was a quadratic model as a function of age. Results indicated that both infant attention and maternal education were predictors of receptive vocabulary initial status, with no differences as a function of child sex. In contrast, infant attention, but not maternal education, predicted growth in receptive language skill, and boys demonstrated a faster rate of receptive language development in comparison to girls. These findings illustrate that even after accounting for child sex and maternal education, infant visual attention predicts children's receptive language development starting from the early preschool period into the elementary school years. These findings demonstrate the importance and nature of the role that infant attention and maternal education play with respect to childhood receptive language development. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01