Stability of Language in Childhood: A Multiage, Multidomain, Multimeasure, and Multisource Study

Autor/inn/en	Bornstein, Marc H.; Putnick, Diane L.
Titel	Stability of Language in Childhood: A Multiage, Multidomain, Multimeasure, and Multisource Study
Quelle	In: Developmental Psychology, 48 (2012) 2, S.477-491 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0025889
Schlagwörter	Longitudinal Studies; Child Language; Measures (Individuals); Age Differences; Socioeconomic Status; Mothers; Individual Differences; Language Acquisition; Preschool Children; Structural Equation Models + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; 'Children''s language'; Kindersprache; Messdaten; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Individueller Unterschied; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The stability of language across childhood is traditionally assessed by exploring longitudinal relations between individual language measures. However, language encompasses many domains and varies with different sources (child speech, parental report, experimenter assessment). This study evaluated individual variation in multiple age-appropriate measures of child language derived from multiple sources and stability between their latent variables in 192 young children across more than 2 years. Structural equation modeling demonstrated the loading of multiple measures of child language from different sources on single latent variables of language at ages 20 months and 48 months. A large stability coefficient (r = 0.84) obtained between the 2 language latent variables. This stability obtained even when accounting for family socioeconomic status, maternal verbal intelligence, education, speech, tendency to respond in a socially desirable fashion, and child social competence. Stability was also equivalent for children in diverse childcare situations and for girls and boys. Across age, from the beginning of language acquisition to just before school entry, aggregating multiple age-appropriate methods and measures at each age and multiple reporters, children show a strong stability of individual differences in general language development. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10