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Qiu S, Wang Z. The influence of home environment on 2-year-old Chinese children's language development: the mediating effect of executive function and the moderating effect of temperament. Front Psychol 2024; 15:1443419. [PMID: 39233886 PMCID: PMC11372419 DOI: 10.3389/fpsyg.2024.1443419] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2024] [Accepted: 08/08/2024] [Indexed: 09/06/2024] Open
Abstract
Prior research highlighted the effect of home environment on the language development of young children. Recent research has mainly discussed the moderating effect of personality traits like temperament. Nevertheless, the precise mechanism about the relationship between home environments to children's language development remains incompletely understood. This study explored how home environment impacts the language development of 2-year-old toddlers and the role of temperament and executive function in this relationship. We used the Chinese Child Adaptive Behavior Scale, the Temperament Scale for 1-3 years old of toddlers and the Home Environment Scale for Infants' and Toddlers' families to assess children's language development, temperament, and home environment. Simultaneously, the research used the Stroop-like day-night task and the multiple location search task to evaluate children's executive function. A total of 117 2-year-old children as well as their parents were involved in the study. The results revealed that home environment significantly predicts children's language ability with executive function as a mediating role. Temperament dimensions including extraversion, independence, reactivity, and social inhibition play a moderating role between home environment and executive function. The findings contributed to the improved implementation of home education tailored to children with different temperament traits, offering effective support for the cognitive and language development of young children.
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Affiliation(s)
- Siyao Qiu
- School of Education Science, Jiangsu Normal University, Xuzhou, China
| | - Zhidan Wang
- School of Education Science, Jiangsu Normal University, Xuzhou, China
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Chaparro-Moreno LJ, Villasanti HG, Justice LM, Sun J, Schmitt MB. Accuracy of Automatic Processing of Speech-Language Pathologist and Child Talk During School-Based Therapy Sessions. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2024; 67:2669-2684. [PMID: 39018260 DOI: 10.1044/2024_jslhr-23-00310] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/19/2024]
Abstract
PURPOSE This study examines the accuracy of Interaction Detection in Early Childhood Settings (IDEAS), a program that automatically transcribes audio files and estimates linguistic units relevant to speech-language therapy, including part-of-speech units that represent features of language complexity, such as adjectives and coordinating conjunctions. METHOD Forty-five video-recorded speech-language therapy sessions involving 27 speech-language pathologists (SLPs) and 56 children were used. The F measure determines the accuracy of IDEAS diarization (i.e., speech segmentation and speaker classification). Two additional evaluation metrics, namely, median absolute relative error and correlation, indicate the accuracy of IDEAS for the estimation of linguistic units as compared with two conditions, namely, Oracle (manual diarization) and Voice Type Classifier (existing diarizer with acceptable accuracy). RESULTS The high F measure for SLP talk data suggests high accuracy of IDEAS diarization for SLP talk but less so for child talk. These differences are reflected in the accuracy of IDEAS linguistic unit estimates. IDEAS median absolute relative error and correlation values for nine of the 10 SLP linguistic unit estimates meet the accuracy criteria, but none of the child linguistic unit estimates meet these criteria. The type of linguistic units also affects IDEAS accuracy. CONCLUSIONS IDEAS was tailored to educational settings to automatically convert audio recordings into text and to provide linguistic unit estimates in speech-language therapy sessions and classroom settings. Although not perfect, IDEAS is reliable in automatically capturing and returning linguistic units, especially in SLP talk, that are relevant in research and practice. The tool offers a way to automatically measure SLP talk in clinical settings, which will support research seeking to understand how SLP talk influences children's language growth.
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Affiliation(s)
| | | | - Laura M Justice
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Jing Sun
- Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus
| | - Mary Beth Schmitt
- Department of Speech, Language, and Hearing Sciences, Moody College of Communication, The University of Texas at Austin
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Koyuncu Z, Zabcı N, Seçen Yazıcı M, Sandıkçı T, Çetin Kara H, Doğangün B. Evaluating the association between developmental language disorder and depressive symptoms in preschool children. APPLIED NEUROPSYCHOLOGY. CHILD 2024:1-10. [PMID: 39075728 DOI: 10.1080/21622965.2024.2385659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
This study aims to investigate the association between developmental language disorder (DLD) and depressive symptoms in preschool-aged children, building upon previous research that has demonstrated emotional difficulties in children with DLD. Forty-one children with DLD or children at risk for DLD (DLD group) and 41 children with typical language development (TLD) were included in this study. Language development was evaluated using the TEDIL test which is a Turkish adaptation of the Test of Early Language Development-3. Auto acoustic Emissions Testing and Immittance-Metric Assessment were used to exclude children with hearing impairment. Developmental delays were excluded by Denver Developmental Screening Test II. Mothers filled out the Sociodemographic Data Form and the Child Depressive Symptoms Assessment Scale. The results demonstrate that children in DLD group scored significantly higher on the Child Depressive Symptoms Assessment Scale, manifesting increased levels of aggression, separation anxiety, impulsivity, hyperactivity, and encountering greater social adaptation difficulties and deterioration in cognitive processes than TLD. Multivariate regression analysis suggests that increased impulsivity and hyperactivity, alongside social and cognitive challenges, are predictors of DLD. The study concludes that depressive symptoms are more prevalent in children in DLD group than in their typically developing counterparts. These findings underscore the necessity for targeted psychiatric and pedagogical interventions, as well as individualized educational programs that cater to the socio-emotional and cognitive needs of children with DLD.
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Affiliation(s)
- Zehra Koyuncu
- Department of Child and Adolescent Psychiatry, Istanbul University-C, Istanbul, Türkiye
| | - Neslihan Zabcı
- Department of Psychology, Yeditepe University, Istanbul, Türkiye
| | - Meryem Seçen Yazıcı
- Department of Child and Adolescent Psychiatry, Zonguldak Maternity and Child Health Hospital, Zonguldak, Türkiye
| | - Tuncay Sandıkçı
- Department of Child and Adolescent Psychiatry, Erenkoy Mental and Nervous Diseases Training and Research Hospital, Istanbul, Türkiye
| | - Halide Çetin Kara
- Department of Otorhinolaryngology, Audiology, Istanbul University-C, Istanbul, Türkiye
| | - Burak Doğangün
- Department of Child and Adolescent Psychiatry, Istanbul University-C, Istanbul, Türkiye
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Shokrkon A, Nicoladis E. The Directionality of the Relationship Between Executive Functions and Language Skills: A Literature Review. Front Psychol 2022; 13:848696. [PMID: 35928417 PMCID: PMC9343615 DOI: 10.3389/fpsyg.2022.848696] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2022] [Accepted: 06/06/2022] [Indexed: 11/13/2022] Open
Abstract
It has been demonstrated that executive functions play a significant role in different aspects of the development of children. Development of language is also one of the most important accomplishments of the preschool years, and it has been linked to many outcomes in life. Despite substantial research demonstrating the association between executive function and language development in childhood, only a handful of studies have examined the direction of the developmental pathways between EF skills and language skills, therefore little is known about how these two constructs are connected. In this review paper, we discuss three possible directional relationships between EFs and language development throughout childhood. First, we discuss how EF might affect language functioning. Next, we discuss how language functioning might affect EF. Lastly, we consider other possible relationships between EF and language. Given that children with better EF and language skills are more likely to succeed in educational settings and demonstrate greater social–emotional competencies, investigating the relationship between EF and language in the preschool period provides insight into mechanisms that have not been extensively studied. Furthermore, it could create new opportunities for designing effective and efficient interventions aimed at addressing EF and language deficits during the preschool period which could in turn influence later development.
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Affiliation(s)
- Anahita Shokrkon
- Department of Psychology, University of Alberta, Edmonton, AB, Canada
- *Correspondence: Anahita Shokrkon,
| | - Elena Nicoladis
- Department of Psychology, University of British Columbia, Kelowna, BC, Canada
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Jethava V, Kadish J, Kakonge L, Wiseman-Hakes C. Early Attachment and the Development of Social Communication: A Neuropsychological Approach. Front Psychiatry 2022; 13:838950. [PMID: 35463524 PMCID: PMC9024310 DOI: 10.3389/fpsyt.2022.838950] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Accepted: 03/14/2022] [Indexed: 11/13/2022] Open
Abstract
Social communication forms the foundation of human relationships. Social communication, i.e., the appropriate understanding and use of verbal and non-verbal communication within a social context, profoundly impacts mental health across the lifespan and is also highly vulnerable to neurodevelopmental threats and social adversities. There exists a strong interconnection between the development of language and other higher cognitive skills, mediated, in part, through the early attachment relationship. Consideration of how attachment links to brain development can help us understand individuals with social communication difficulties across the lifespan. The early attachment relationship supports the development of the foundational constructs of social communication. In this paper, a neuropsychological perspective was applied to social communication, which integrated evidence from early attachment theory, examining the underpinnings of social communication components identified by the SoCom model, namely socio-cognitive, socio-emotional, and socio-linguistic constructs. A neuropsychological perspective underscores the importance of interdisciplinary collaboration. This should also inform approaches to prevention, policy, intervention, and advocacy for individuals with or at risk for social communication impairments, as well as their families.
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Affiliation(s)
- Vibhuti Jethava
- York Hills Centre for Children, Youth and Families, Richmond Hill, ON, Canada
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Jocelyn Kadish
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Lisa Kakonge
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
- School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada
- Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Catherine Wiseman-Hakes
- School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada
- KITE Research Institute, Toronto Rehab-University Health Network, Toronto, ON, Canada
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Jethava V, Kadish J, Kakonge L, Wiseman-Hakes C. Corrigendum: Early attachment and the development of social communication: A neuropsychological approach. Front Psychiatry 2022; 13:944889. [PMID: 35928771 PMCID: PMC9344831 DOI: 10.3389/fpsyt.2022.944889] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 07/05/2022] [Indexed: 11/15/2022] Open
Abstract
[This corrects the article DOI: 10.3389/fpsyt.2022.838950.].
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Affiliation(s)
- Vibhuti Jethava
- York Hills Centre for Children, Youth and Families, Richmond Hill, ON, Canada.,Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Jocelyn Kadish
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada
| | - Lisa Kakonge
- Department of Speech-Language Pathology, University of Toronto, Toronto, ON, Canada.,School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada.,Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada
| | - Catherine Wiseman-Hakes
- School of Rehabilitation Science, Speech Language Pathology Program, McMaster University, Hamilton, ON, Canada.,KITE Research Institute, Toronto Rehab-University Health Network, Toronto, ON, Canada
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Barnes SP, Bailey R, Jones SM. Evaluating the Impact of a Targeted Approach Designed to Build Executive Function Skills: A Randomized Trial of Brain Games. Front Psychol 2021; 12:655246. [PMID: 34658989 PMCID: PMC8518708 DOI: 10.3389/fpsyg.2021.655246] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 08/26/2021] [Indexed: 11/29/2022] Open
Abstract
This paper reports results from an impact study of Brain Games (BGs), a classroom-based intervention designed to build preschool and school-aged children’s executive functions (EFs) and related self-regulation skills. The study employed a classroom-randomized, experimental design with 626 students in 36 pre-K through fourth grade classrooms in charter schools in a mid-sized urban district. In one set of models with child covariates, children in intervention classrooms showed marginal positive impacts on regulation-related behaviors, attention control and impulsivity, and negative effects on global EF and marginal increases in discipline problems. A second set of models with a smaller sample and both child and classroom covariates included indicate positive impacts of BGs on global EFs, prosocial behavior, and attention control and impulsivity. There were no significant impacts on the teacher–student relationship as reported by the teacher or on direct assessments of inhibitory control, short term and working memory, or another measure of global EF in either set of models. These promising findings offer a signal that implementation of targeted, easy to implement intervention approaches in classroom contexts can influence children’s regulation-related and prosocial outcomes, but this signal should be investigated further with larger and more tightly controlled designs.
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Affiliation(s)
- Sophie P Barnes
- Harvard Graduate School of Education, Cambridge, MA, United States
| | - Rebecca Bailey
- Harvard Graduate School of Education, Cambridge, MA, United States
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Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills: The mediating role of self-regulation and moderating role of gender. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01699-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
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Enke S, Gunzenhauser C, Hepach R, Karbach J, Saalbach H. Differences in cognitive processing? The role of verbal processes and mental effort in bilingual and monolingual children's planning performance. J Exp Child Psychol 2021; 213:105255. [PMID: 34388641 DOI: 10.1016/j.jecp.2021.105255] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Revised: 06/06/2021] [Accepted: 07/06/2021] [Indexed: 01/29/2023]
Abstract
Past research documents a bilingual advantage in the domain of executive functions (EFs). However, controversial debates have questioned the robustness of those behavioral differences. The current study aimed to better understand the underlying cognitive prerequisites in bilingual students as compared with monolingual students and focused on two processes: the role of verbal processes, on the one hand, and mental effort during task execution, on the other. The use of self-regulatory speech has been found to be related to performance in tasks requiring EFs. For bilinguals who have grown up with two language systems from an early age, those relations are not fully understood. Furthermore, results from neuroimaging studies have shown that bilinguals might exhibit less mental effort in EF tasks. We investigated both processes in German-speaking monolingual elementary school students (n = 33; Mage = 8.78 years) and German-Russian bilingual elementary school students (n = 34; Mage = 8.88 years) solving a planning task. Results showed that monolinguals were impaired by a verbal secondary task in comparison with a motor control condition, whereas bilinguals performed in both tasks at an equal level, indicating a differential role of self-regulatory speech in both language groups. Analyses of changes in pupil diameter revealed less mental effort during task execution for bilingual children as compared with monolingual children. The current study adds to the existing literature by supplying further evidence for cognitive differences between monolingual and bilingual children.
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Affiliation(s)
- Susanne Enke
- Faculty of Education, Leipzig University, 04109 Leipzig, Germany; Leipzig Research Center for Early Child Development, 04109 Leipzig, Germany.
| | - Catherine Gunzenhauser
- Faculty of Education, Leipzig University, 04109 Leipzig, Germany; Leipzig Research Center for Early Child Development, 04109 Leipzig, Germany; Faculty of Education, Freiburg University, 79085 Freiburg, Germany
| | - Robert Hepach
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, UK
| | - Julia Karbach
- Department of Psychology, University of Koblenz-Landau, 76829 Landau, Germany; Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), 60323 Frankfurt, Germany
| | - Henrik Saalbach
- Faculty of Education, Leipzig University, 04109 Leipzig, Germany; Leipzig Research Center for Early Child Development, 04109 Leipzig, Germany
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Williams KE, Howard SJ. Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years. BMC Pediatr 2020; 20:226. [PMID: 32423394 PMCID: PMC7236486 DOI: 10.1186/s12887-020-02133-6] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/05/2020] [Accepted: 05/07/2020] [Indexed: 01/08/2023] Open
Abstract
Background Growth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While individual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation change across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on change in children’s self-regulation skills over 2 years from age 4–5 years. Methods Data from the Longitudinal Study of Australian Children (N = 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4–5 years and 6–7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation change including health, development, educational, home environment, time-use, and neighbourhood characteristics. Results The significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships. Conclusion Findings suggest that if we are to successfully foster children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.
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Affiliation(s)
- Kate E Williams
- School of Early Childhood & Inclusive Education, Faculty of Education, Queensland University of Technology, QUT, Level 4 E Block, Victoria Park Road, Kelvin Grove, QLD, 4059, Australia.
| | - Steven J Howard
- Early Start, School of Education, Faculty of Social Sciences, University of Wollongong, Wollongong, Australia
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