Language Experience in the Second Year of Life and Language Outcomes in Late Childhood
Language Experience in the Second Year of Life and Language Outcomes in Late Childhood
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DOI：
10.1542/peds.2017-4276
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发表时间：
2018-10-01
期刊：
影响因子：
8
通讯作者：
Vohr, Betty
中科院分区：
文献类型：
--
作者：
Gilkerson, Jill;Richards, Jeffrey A.;Vohr, Betty
目的：儿童早期家庭谈话和互动的数量与社会经济地位（SES）相关，并可用于预测早期语言和认知结果。我们测试了2至36个月大的儿童自动早期语言环境评估的有效性，以预测10年后的认知和语言技能，并检查了特定发育阶段的效果。方法：对146名婴幼儿进行为期6个月的逐月录音，用语言环境分析软件自动估计成人每日词汇总数和成人-儿童会话次数。9至14岁的随访评估包括语言和认知测试。对3个年龄组的语言暴露进行评估：2至17个月，18至24个月，>= 25个月。进行Pearson相关和多元线性回归分析。结果：在控制SES后10年，18 - 24个月时的会话次数占智商、言语理解、接受性和/或表达性词汇得分方差的14% - 27%。成人在18到24个月之间的字数与语言成绩相关，但在控制了SES之后，这一相关性大大减弱。结论：这些数据支持早期谈话和互动的假设，特别是在18至24个月的相对狭窄的发育窗口期间，可以用来预测学龄期的语言和认知结果。根据这些发现，我们强调需要有效的早期干预计划，以支持父母在家中创造最佳的早期语言学习环境。
OBJECTIVES: Quantity of talk and interaction in the home during early childhood is correlated with socioeconomic status (SES) and can be used to predict early language and cognitive outcomes. We tested the effectiveness of automated early language environment estimates for children 2 to 36 months old to predict cognitive and language skills 10 years later and examined effects for specific developmental age periods.METHODS: Daylong audio recordings for 146 infants and toddlers were completed monthly for 6 months, and the total number of daily adult words and adult-child conversational turnswere automatically estimated with Language Environment Analysis software. Follow-up evaluations at 9 to 14 years of age included language and cognitive testing. Language exposure for 3 age groups was assessed: 2 to 17 months, 18 to 24 months, and >= 25 months. Pearson correlations and multiple linear regression analyses were conducted.RESULTS: Conversational turn counts at 18 to 24 months of age accounted for 14% to 27% of the variance in IQ, verbal comprehension, and receptive and/or expressive vocabulary scores 10 years later after controlling for SES. Adult word counts between 18 and 24 months were correlated with language outcomes but were considerably weakened after controlling for SES.CONCLUSIONS: These data support the hypothesis that early talk and interaction, particularly during the relatively narrow developmental window of 18 to 24 months of age, can be used to predict school-age language and cognitive outcomes. With these findings, we underscore the need for effective early intervention programs that support parents in creating an optimal early language learning environment in the home.