Lexical Processing of Nouns and Verbs at 36 Months of Age Predicts Concurrent and Later Vocabulary and School Readiness

Autor/inn/en	Koenig, Ashley; Arunachalam, Sudha; Saudino, Kimberly J.
Titel	Lexical Processing of Nouns and Verbs at 36 Months of Age Predicts Concurrent and Later Vocabulary and School Readiness
Quelle	In: Journal of Cognition and Development, 21 (2020) 5, S.670-689 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2020.1802277
Schlagwörter	Language Processing; Nouns; Verbs; School Readiness; Correlation; Receptive Language; Age Differences; Auditory Stimuli; Cues; Infants; Toddlers; Language Skills; Task Analysis; Video Technology; Language Tests; Twins; Longitudinal Studies; Measures (Individuals); Prediction; Massachusetts (Boston); MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Sprachverarbeitung; Readiness for school; School ability; Schulreife; Korrelation; Rezeptive Kommunikationsfähigkeit; Age; Difference; Age difference; Altersunterschied; Auditive Stimulation; Stichwort; Infant; Toddler; Toddlers; Kleinkind; Infants; Language skill; Sprachkompetenz; Aufgabenanalyse; Language test; Sprachtest; Twin; Zwilling; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Vorhersage
Abstract	Children's lexical processing speed at 18 to 25 months of age has been linked to concurrent and later language abilities. In the current study, we extend this finding to children aged 36 months. Children (N = 126) participated in a lexical processing task in which they viewed two static images on noun trials (e.g., an ear of corn and a hat), or two dynamic video clips on verb trials (e.g., a woman stretching and the same woman clapping), and heard an auditory prompt labeling one of them (e.g., "Where is she stretching?"). They also participated in standard assessments of language and school readiness. The results indicated that lexical processing speed (i.e., how long they required to look to the labeled image or scene) was associated with measures of concurrent receptive vocabulary, as well as receptive vocabulary and school readiness two years later, although the associations are weaker than for younger children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01