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Masek LR, Edgar EV, McMillan BTM, Todd JT, Golinkoff RM, Bahrick LE, Hirsh-Pasek K. Building language learning: Relations between infant attention and social contingency in the first year of life. Infant Behav Dev 2024; 75:101933. [PMID: 38507845 PMCID: PMC11162929 DOI: 10.1016/j.infbeh.2024.101933] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/12/2023] [Revised: 02/21/2024] [Accepted: 02/26/2024] [Indexed: 03/22/2024]
Abstract
In Western societies, social contingency, or prompt and meaningful back-and-forth exchanges between infant and caregiver, is a powerful feature of the early language environment. Research suggests that infants with better attentional skills engage in more social contingency during interactions with adults and, in turn, social contingency supports infant attention. This reciprocity is theorized to build infant language skills as the adult capitalizes on and extends the infant's attention during socially contingent interactions. Using data from 104 infants and caregivers, this paper tests reciprocal relations between infant attention and social contingency at 6- and 12-months and the implications for infant vocabulary at 18-months. Infant attentional skills to social (women speaking) and nonsocial (objects dropping) events were assessed, and social contingency was examined during an 8-minute toy play interaction with a caregiver. Child receptive and expressive vocabulary was measured by caregiver-report. Both social and nonsocial attentional skills related to engagement in social contingency during caregiver-infant interaction, though only models that included social attention and social contingency predicted vocabulary. These findings provide empirical evidence for the proposed reciprocal relations between infant attention and social contingency as well as how they relate to later language.
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Affiliation(s)
- Lillian R Masek
- Temple University, United States; New York University, United States.
| | - Elizabeth V Edgar
- Florida International University, United States; Yale University, United States
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Smith J, Sulek R, Van Der Wert K, Cincotta-Lee O, Green CC, Bent CA, Chetcuti L, Hudry K. Parental Imitations and Expansions of Child Language Predict Later Language Outcomes of Autistic Preschoolers. J Autism Dev Disord 2023; 53:4107-4120. [PMID: 35976507 PMCID: PMC9382601 DOI: 10.1007/s10803-022-05706-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/28/2022] [Indexed: 11/26/2022]
Abstract
Both the amount and responsiveness of adult language input contribute to the language development of autistic and non-autistic children. From parent-child interaction footage, we measured the amount of adult language input, overall parent responsiveness, and six discrete parent responsive behaviours (imitations, expansions, open-ended questions, yes/no questions, comments and acknowledgements) to explore which types of responsiveness predicted autistic preschoolers' language five months later, after controlling for adult language input. We found expansions and particularly imitations to be more important for later language than overall responsiveness. This study emphasises the need to capture what exactly about parent language input influences child language acquisition, and adds to the evidence that imitating and expanding early language might be particularly beneficial for autistic preschoolers.
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Affiliation(s)
- Jodie Smith
- School of Allied Health, Human Services and Sport, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia.
| | - Rhylee Sulek
- School of Allied Health Sciences, Griffith University, Parklands Drive, Southport, QLD, 4222, Australia
| | - Kailia Van Der Wert
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Olivia Cincotta-Lee
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Cherie C Green
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Catherine A Bent
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
| | - Lacey Chetcuti
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
- School of Psychology, Deakin University, 221 Burwood Highway, Burwood, VIC, 3125, Australia
| | - Kristelle Hudry
- Department of Psychology, Counselling and Therapy, La Trobe University, Plenty Road and Kingsbury Drive Bundoora, Melbourne, 3086, Australia
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Stanford E, Delage H. The Language-Cognition Interface in Atypical Development: Support for an Integrative Approach. Folia Phoniatr Logop 2023; 76:309-320. [PMID: 37660691 DOI: 10.1159/000533685] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Accepted: 08/15/2023] [Indexed: 09/05/2023] Open
Abstract
BACKGROUND Links between the mastery of complex syntax and more general cognitive abilities (e.g., working memory [WM] and attention) are widely reported for both typically developing children and children with atypical language development, such as developmental language disorder (DLD). These observations have resulted in debates about whether the locus of breakdown in populations with known syntactic impairment is situated in a specific language system or a more general cognitive system. Recently, a hybrid model of language acquisition, the parallel combination approach (PCA), in which both domain-specific and domain-general processes contribute to language development, was put forward. SUMMARY Our review, which is the first to examine the validity of the PCA, compares a body of our own work investigating the language-cognition interface in various populations: children with specific learning difficulties, attention deficit hyperactivity disorder (ADHD), and DLD. We report findings from two cross-sectional studies (studies 1 and 2), one priming study (study 3), and two training studies (studies 4 and 5). The results confirm a close link between WM, attention, and syntax, in line with domain-general approaches to language impairment. However, certain findings within this review also reveal that impaired general skills can be found alongside intact syntax, providing support for domain-specific approaches. While these results may initially appear contradictory, we argue that they are perfectly in line with the predictions made by the PCA. KEY MESSAGES Study 1 confirms that clinicians should assess syntax in children with specific learning difficulties to avoid the missed diagnosis of comorbid DLD. Studies 2 and 3 offer perspectives on the differential diagnosis of ADHD and DLD and highlight the advantages of using probe tests and dynamic assessment when evaluating children with suspected syntactic impairment. Studies 4 and 5 describe a novel, empirically validated WM training program that has been shown to lead to syntactic improvements in clinical markers of DLD. Finally, the PCA is also clinically relevant as it underscores that children with the same diagnostic label can present dissimilar cognitive profiles with different sources of breakdown. Collectively, the various studies highlight the intricacy of the relationship between syntax and cognition, which cannot be easily described by traditional single-disciplinary frameworks.
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Affiliation(s)
- Emily Stanford
- Department of English Language and Literature, Faculty of Humanities, University of Geneva, Geneva, Switzerland
- Department of Psycholinguistics, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
| | - Hélène Delage
- Department of Psycholinguistics, Faculty of Psychology and Educational Sciences, University of Geneva, Geneva, Switzerland
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Hudry K, Smith J, Pillar S, Varcin KJ, Bent CA, Boutrus M, Chetcuti L, Clark A, Dissanayake C, Iacono T, Kennedy L, Lant A, Robinson Lake J, Segal L, Slonims V, Taylor C, Wan MW, Green J, Whitehouse AJO. The Utility of Natural Language Samples for Assessing Communication and Language in Infants Referred with Early Signs of Autism. Res Child Adolesc Psychopathol 2023; 51:529-539. [PMID: 36602626 DOI: 10.1007/s10802-022-01010-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/15/2022] [Indexed: 01/06/2023]
Abstract
Natural Language Sampling (NLS) offers clear potential for communication and language assessment, where other data might be difficult to interpret. We leveraged existing primary data for 18-month-olds showing early signs of autism, to examine the reliability and concurrent construct validity of NLS-derived measures coded from video-of child language, parent linguistic input, and dyadic balance of communicative interaction-against standardised assessment scores. Using Systematic Analysis of Language Transcripts (SALT) software and coding conventions, masked coders achieved good-to-excellent inter-rater agreement across all measures. Associations across concurrent measures of analogous constructs suggested strong validity of NLS applied to 6-min video clips. NLS offers benefits of feasibility and adaptability for validly quantifying emerging skills, and potential for standardisation for clinical use and rigorous research design.
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Affiliation(s)
- Kristelle Hudry
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia.
| | - Jodie Smith
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
- School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, VIC, 3086, Australia
| | - Sarah Pillar
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
| | - Kandice J Varcin
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
- Menzies Health Institute Queensland, Griffith University, Gold Coast, QLD, 4222, Australia
| | - Catherine A Bent
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
| | - Maryam Boutrus
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
- Cooperative Research Centre for Living With Autism, Brisbane, QLD, 4068, Australia
| | - Lacey Chetcuti
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
- Cooperative Research Centre for Living With Autism, Brisbane, QLD, 4068, Australia
| | - Alena Clark
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
| | - Cheryl Dissanayake
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
| | - Teresa Iacono
- Living with Disability Research Centre, La Trobe University, Bendigo, VIC, 3550, Australia
| | - Lyndel Kennedy
- Department of Psychology, Counselling and Therapy, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Melbourne, VIC, 3086, Australia
| | - Alicia Lant
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
| | - Jemima Robinson Lake
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
| | - Leonie Segal
- Australian Centre for Precision Health Sciences, School of Health Sciences, University of South Australia, Adelaide, SA, 5001, Australia
| | - Vicky Slonims
- Children's Neurosciences, Evelina London Children's Hospital, Institute of Psychiatry, Psychology & Neuroscience, Kings College London, London, SE5 8AF, UK
| | - Carol Taylor
- Division of Neuroscience & Experimental Psychology, School of Biological Sciences, University of Manchester, Manchester, M13 PL9, UK
| | - Ming Wai Wan
- Division of Neuroscience & Experimental Psychology, School of Biological Sciences, University of Manchester, Manchester, M13 PL9, UK
| | - Jonathan Green
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, M13 PL9, UK
- Manchester Academic Health Science Centre, Manchester University NHS Foundation Trust, Greater Manchester Mental Health NHS Foundation Trust, Manchester, M25 3BL, UK
| | - Andrew J O Whitehouse
- Telethon Kids Institute, The University of Western Australia, Perth, WA, 6009, Australia
- Cooperative Research Centre for Living With Autism, Brisbane, QLD, 4068, Australia
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Romeo RR, Uchida L, Christodoulou JA. Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates. New Dir Child Adolesc Dev 2022; 2022:57-70. [PMID: 35868867 PMCID: PMC9588575 DOI: 10.1002/cad.20475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability students experience, which is often narrowly defined based on parental income, education level, and/or occupational prestige. However, implications of socioeconomic status extend broadly to a suite of areas relevant for reading outcomes including a student's access to resources, experiences, language exposure, academic outcomes, and psychological correlates. Underlying this constellation of factors are brain systems supporting the processing of oral and written language as well as stress-related factors. We review the implications of SES and reading achievement, and their intersectionality, for the science and practice of reading instruction.
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Affiliation(s)
- Rachel R. Romeo
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, Maryland, USA
| | - Lili Uchida
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
| | - Joanna A. Christodoulou
- Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, Massachusetts, USA
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Nunes CRDN, Freitas NFD, Arruda JRP, Bartholomeu MDD, Valadares GC, Rodrigues TM, Azevedo VMGDO, Bouzada MCF. Association between early onset of skin-to-skin contact and mother-infant interaction at hospital discharge and six months of corrected age among preterm infants. Early Hum Dev 2022; 165:105525. [PMID: 34996020 DOI: 10.1016/j.earlhumdev.2021.105525] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 12/10/2021] [Accepted: 12/14/2021] [Indexed: 11/27/2022]
Abstract
OBJECTIVE To compare mother-infant interaction between hospital discharge and at six months of corrected age of infants born ≤32 weeks and investigate the association between the onset of skin-to-skin contact and the difference in mother-infant interaction between discharge and six months of corrected age (CA) among preterm infants. MATERIAL AND METHODS Prospective observational study, in which 72 mother-infant dyads were evaluated. Preterm newborns (born with gestational age ≤ 32 weeks of gestational age) from two public maternity hospitals were assessed by means of video macro analysis of the mother-infant interaction according to the parameters adopted by the Mother-Baby Observation Protocol 0-6 (POIMB), at hospital discharge and at six months of corrected gestational age. Such variables as socioeconomic conditions, depression and maternal anxiety were controlled. Multivariate model was built. RESULTS Onset skin-to-skin contact within three days of life increased by 1.30 points for the best interactive infant behavior at discharge for the six months of CA. In addition, in relation to the tuning of the mother-infant dyad, the initiation of skin-to-skin contact at 20 days of life reduced 1.0 point significantly. Multiparous mothers or those exposed to cigarette smoke performed worse in the development of the dyad. CONCLUSION The preterm newborn should initiate skin-to-skin contact early and, whenever possible, by the third day of life to favor mother-infant interaction.
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Affiliation(s)
| | - Nathalia Faria de Freitas
- Universidade Federal de Minas Gerais, 190 Professor Alfredo Balena Ave. Santa Efigênia, Belo Horizonte, MG, 30130-100, Brazil
| | | | | | - Gislene Cristina Valadares
- Universidade Federal de Minas Gerais, 190 Professor Alfredo Balena Ave. Santa Efigênia, Belo Horizonte, MG, 30130-100, Brazil
| | - Thalyta Magalhães Rodrigues
- Universidade Federal de Minas Gerais, 190 Professor Alfredo Balena Ave. Santa Efigênia, Belo Horizonte, MG, 30130-100, Brazil
| | | | - Maria Cândida Ferrarez Bouzada
- Universidade Federal de Minas Gerais, 190 Professor Alfredo Balena Ave. Santa Efigênia, Belo Horizonte, MG, 30130-100, Brazil
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The Impact of Contextual, Maternal and Prenatal Factors on Receptive Language in a Chilean Longitudinal Birth Cohort. Child Psychiatry Hum Dev 2021; 52:1106-1117. [PMID: 33130923 PMCID: PMC8528774 DOI: 10.1007/s10578-020-01091-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/23/2020] [Indexed: 10/25/2022]
Abstract
A secondary analysis was conducted on longitudinal data collected from ELPI, a representative Chilean survey to model Chilean infant's receptive language using contextual, maternal and prenatal factors. The sample for the current study comprised children aged between 36 and 48 months (n = 3921). The sample was re-assessed when children were aged 60-72 months (n = 3100). Linear regression analyses were conducted. At the first time point, all the predictors included were significant (living area, health system provision, maternal intelligence and education, adolescent pregnancy, maternal medical appointments during pregnancy, and presence of a significant other at childbirth), except for smoking during pregnancy. The model explained 13% of the variance. However, when timepoint one receptive language scores were included in the analyses for when children were aged 60-72 months, only two variables remained as significant predictors: previous receptive language scores and maternal education, explaining 21% of the variance. Findings and implications are discussed.
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Di Sante M, Sylvestre A, Bouchard C, Leblond J. Parental behaviors associated with the level of pragmatic language ability among 42-month-old neglected children. CHILD ABUSE & NEGLECT 2020; 104:104482. [PMID: 32380341 DOI: 10.1016/j.chiabu.2020.104482] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Revised: 02/21/2020] [Accepted: 03/25/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Exposure to neglect can severely compromise children's pragmatic skills (social language use). The disruptions of parent-child interactions that typically occur in context of neglect may compromise several parental behaviors which are known to foster language skills such as pragmatics. OBJECTIVES 1- Compare the behaviors of neglectful and non-neglectful parents in four domains which are of interest for pragmatic language development, namely, responsive, supportive, affective, and control behaviors, and 2- Identify parental behaviors associated with the levels of pragmatic ability of 42-month-old neglected children. PARTICIPANTS Study sample consisted of 21 neglected children living in their biological family, recruited in four Youth Centers in the province of Québec (Canada) and 95 non-neglected children recruited in child-care centers. METHOD Parental behaviors were video recorded in context of free-play with the child at the participants' homes between 2015 and 2017, and subsequently analyzed using the Coding Observations of Parent-Child Interactions (COPI), developed to observe ten parental behaviors associated with early language development. The level of pragmatic ability of children was established using the Language Use Inventory: French, a standardized questionnaire completed with parents of both groups. RESULTS Parents in situation of neglect scored lower than parents in the control group on eight of the ten behaviors (p < .001). Parental reciprocity was associated with the level of pragmatic ability of 42-month-old neglected children (p = .04). CONCLUSIONS The results of this exploratory study provide insight on the associations between parental behaviors and the level of pragmatic language skills of children experiencing neglect.
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Affiliation(s)
- Mélissa Di Sante
- Faculty of Medicine, Laval University, Pavillon Ferdinand-Vandry, 1050 avenue de la Médecine, Québec, QC, G1V0A6, Canada; Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), 525 Wilfrid-Hamel Blvd, Québec, QC, G1M 2S8, Canada
| | - Audette Sylvestre
- Faculty of Medicine, Laval University, Pavillon Ferdinand-Vandry, 1050 avenue de la Médecine, Québec, QC, G1V0A6, Canada; Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), 525 Wilfrid-Hamel Blvd, Québec, QC, G1M 2S8, Canada.
| | - Caroline Bouchard
- Faculty of Educational Sciences, Laval University, 2320 Allée des Bibliothèques, Québec, QC, G1V 0A6, Canada
| | - Jean Leblond
- Center for Interdisciplinary Research in Rehabilitation and Social Integration (CIRRIS), 525 Wilfrid-Hamel Blvd, Québec, QC, G1M 2S8, Canada
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Smith J, Levickis P, Eadie T, Bretherton L, Conway L, Goldfeld S. Associations between early maternal behaviours and child language at 36 months in a cohort experiencing adversity. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2019; 54:110-122. [PMID: 30387273 DOI: 10.1111/1460-6984.12435] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2018] [Revised: 09/26/2018] [Accepted: 10/01/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Variations in parenting, more specifically less responsive and more directive parenting, contribute to language difficulties for children experiencing adversity. Further investigation of associations between specific responsive and directive behaviours and child language is required to understand how behaviours shape language over time within different populations. As language is dyadic, further exploration of how mother-child interactions moderate associations is also important. AIMS To investigate associations between specific responsive and directive maternal behaviours, the quality of mother-child interaction (fluency and connectedness) and child language in a cohort experiencing adversity. METHODS & PROCEDURES Pregnant women experiencing adversity were recruited from maternity hospitals in Australia. At 12 months, videos of mother-infant free play were collected. Videos were coded for maternal behaviours and fluency and connectedness (n = 249). At 36 months, child language was measured using a standardized language test. Linear regression models were used to examine associations and the moderating role of fluency and connectedness was explored. OUTCOMES & RESULTS Responsive yes/no questions were positively associated with language scores. Unsuccessful redirectives were negatively associated with language scores. The moderation effect of fluency and connectedness was equivocal in the current data. CONCLUSIONS & IMPLICATIONS Findings reproduce and extend previous research highlighting key features of mother-child interactions associated with child language trajectories. Findings also augment knowledge of risk and protective factors related to language for children experiencing adversity and highlight where targeted interventions might be successful.
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Affiliation(s)
- Jodie Smith
- Murdoch Children's Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- University of Melbourne, Melbourne, VIC, Australia
| | - Penny Levickis
- Communication & Language Sciences, Newcastle University, UK
| | - Tricia Eadie
- University of Melbourne, Melbourne, VIC, Australia
| | - Lesley Bretherton
- Murdoch Children's Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- University of Melbourne, Melbourne, VIC, Australia
- Royal Children's Hospital, Australia
| | - Laura Conway
- Murdoch Children's Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- University of Melbourne, Melbourne, VIC, Australia
| | - Sharon Goldfeld
- Murdoch Children's Research Institute, The Royal Children's Hospital, Parkville, VIC, Australia
- University of Melbourne, Melbourne, VIC, Australia
- Royal Children's Hospital, Australia
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