What causes the word gap? Financial concerns may systematically suppress child‐directed speech DOI
Monica E. Ellwood‐Lowe, Ruthe Foushee, Mahesh Srinivasan

et al.

Developmental Science, Journal Year: 2021, Volume and Issue: 25(1)

Published: July 8, 2021

Abstract Parents with fewer educational and economic resources (low socioeconomic‐status, SES) tend to speak less their children, consequences for children's later life outcomes. Despite this well‐established highly popularized link, research addresses why the SES “word gap” exists. Moreover, while has assessed individual‐level contributors word gap—like differences in parenting knowledge—we know little about how structural constraints that vary according might affect caregivers’ speech. In two pre‐registered studies, we test whether experiencing financial scarcity can suppress speech children. Study 1 suggests higher‐SES caregivers who are prompted reflect on scarcity—particularly those scarcity—speak 3‐year‐olds a subsequent play session, relative control group. 2 mid‐ engage back‐and‐forth exchanges children at end of month—when they more likely be hardship—than rest month. These studies provide preliminary evidence that—above beyond individual characteristics—structural may much parents

Language: Английский

Environmental influences on the pace of brain development DOI Creative Commons
Ursula A. Tooley, Danielle S. Bassett,

Allyson P. Mackey

et al.

Nature reviews. Neuroscience, Journal Year: 2021, Volume and Issue: 22(6), P. 372 - 384

Published: April 28, 2021

Childhood socio-economic status (SES), a measure of the availability material and social resources, is one strongest predictors lifelong well-being. Here we review evidence that experiences associated with childhood SES affect not only outcome but also pace brain development. We argue higher protracted structural development prolonged trajectory functional network segregation, ultimately leading to more efficient cortical networks in adulthood. hypothesize greater exposure chronic stress accelerates maturation, whereas access novel positive decelerates maturation. discuss impact variation on plasticity learning. provide generative theoretical framework catalyse future basic science translational research environmental influences Evidence suggests can its rate. Tooley, Bassett Mackey this suggest valence frequency early interact influence

Language: Английский

Citations

365
Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children DOI Creative Commons
John Hutton, Jonathan A. Dudley, Tzipi Horowitz‐Kraus

et al.

JAMA Pediatrics, Journal Year: 2019, Volume and Issue: 174(1), P. e193869 - e193869

Published: Nov. 4, 2019

The American Academy of Pediatrics (AAP) recommends limits on screen-based media use, citing its cognitive-behavioral risks. Screen use by young children is prevalent and increasing, although implications for brain development are unknown.To explore the associations between integrity white matter tracts supporting language literacy skills in preschool-aged children.This cross-sectional study healthy aged 3 to 5 years (n = 47) was conducted from August 2017 November 2018. Participants were recruited at a US children's hospital community primary care clinics.Children completed cognitive testing followed diffusion tensor imaging (DTI), their parent ScreenQ survey.ScreenQ 15-item measure reflecting domains AAP recommendations: access screens, frequency content viewed, coviewing. Higher scores reflect greater use. applied as independent variable multiple linear regression models, with standardized assessments dependent variable, controlling child age household income: Comprehensive Test Phonological Processing, Second Edition (CTOPP-2; Rapid Object Naming subtest); Expressive Vocabulary Test, (EVT-2; expressive language); Get Ready Read! (GRTR; emergent skills). DTI measures included fractional anisotropy (FA) radial diffusivity (RD), which estimated microstructural organization myelination tracts. factor associated FA RD whole-brain analyses, then narrowed left-sided abilities.Of 69 recruited, 47 (among whom 27 [57%] girls, mean [SD] 54.3 [7.5] months) DTI. Mean (SD; range) score 8.6 (4.8; 1-19) points. CTOPP-2 9.4 (3.3; 2-15) points, EVT-2 113.1 (16.6; 88-144) GRTR 19.0 (5.9; 5-25) negatively correlated (F2,43 5.14; R2 0.19; P < .01), (F2,35 6.64; 0.28; (F2,44 17.08; 0.44; .01) scores, age. lower higher involved language, executive function, abilities (P .05, familywise error-corrected), income.This found an association increased compared guidelines, prekindergarten children. findings suggest further needed, particularly during rapid early stages development.

Language: Английский

Citations

328
The Value of Dimensional Models of Early Experience: Thinking Clearly About Concepts and Categories DOI
Katie A. McLaughlin, Margaret A. Sheridan, Kathryn L. Humphreys

et al.

Perspectives on Psychological Science, Journal Year: 2021, Volume and Issue: 16(6), P. 1463 - 1472

Published: Sept. 7, 2021

We review the three prevailing approaches—specificity, cumulative risk, and dimensional models—to conceptualizing developmental consequences of early-life adversity address fundamental problems with characterization these frameworks in a recent Perspectives on Psychological Science piece by Smith Pollak. respond to concerns raised Pollak about models early experience highlight value for studying adversity. Basic dimensions proposed existing include threat/harshness, deprivation, unpredictability. These identify core that cut across categorical exposures have been focus specificity risk approaches (e.g., abuse, institutional rearing, chronic poverty); delineate aspects are likely influence brain behavioral development; afford hypotheses adaptive maladaptive responses different adversity; articulate specific mechanisms through which exert their influences, experience-driven plasticity within an evolutionary-developmental framework. In doing so, advance falsifiable hypotheses, grounded neurodevelopmental evolutionary principles, supported accumulating evidence provide fertile ground empirical studies

Language: Английский

Citations

252
Why and how does early adversity influence development? Toward an integrated model of dimensions of environmental experience DOI Creative Commons
Bruce J. Ellis, Margaret A. Sheridan, Jay Belsky

et al.

Development and Psychopathology, Journal Year: 2022, Volume and Issue: 34(2), P. 447 - 471

Published: March 14, 2022

Abstract Two extant frameworks – the harshness-unpredictability model and threat-deprivation attempt to explain which dimensions of adversity have distinct influences on development. These models address, respectively, why, based a history natural selection, development operates way it does across range environmental contexts, how neural mechanisms that underlie plasticity learning in response experiences influence brain Building these frameworks, we advance an integrated experience, focusing threat-based forms harshness, deprivation-based unpredictability. This makes clear why are inextricable and, together, essential understanding environment matter. Core integrative concepts include directedness learning, multiple levels developmental adaptation environment, tradeoffs between adaptive maladaptive responses adversity. The proposes proximal distal cues as well unpredictability those cues, calibrate both immediate rearing environments broader ecological current future. We highlight actionable directions for research needed investigate experience.

Language: Английский

Citations

217
Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta‐Analysis DOI
Nina Anderson, Susan A. Graham, Heather Prime

et al.

Child Development, Journal Year: 2021, Volume and Issue: 92(2), P. 484 - 501

Published: Jan. 31, 2021

This meta-analysis examined associations between the quantity and quality of parental linguistic input children's language. Pooled effect size for (i.e., vocabulary diversity syntactic complexity; k = 35; N 1,958; r .33) was more robust than number words/tokens/utterances; 33; 1,411; .20) input. For input, sizes were stronger when observed in naturalistic contexts compared to free play tasks. also increased as child age observation length increased. Effect not moderated by socioeconomic status or gender. Findings highlight a key environmental factor language skills.

Language: Английский

Citations

173
Screen Time and Parent-Child Talk When Children Are Aged 12 to 36 Months DOI Creative Commons
Mary Brushe, Dandara Haag, Edward Melhuish

et al.

JAMA Pediatrics, Journal Year: 2024, Volume and Issue: 178(4), P. 369 - 369

Published: March 4, 2024

Growing up in a language-rich home environment is important for children's language development the early years. The concept of "technoference" (technology-based interference) suggests that screen time may be interfering with opportunities talk and interactions between parent child; however, limited longitudinal evidence exists exploring this association.

Language: Английский

Citations

18
Socioeconomic Disparities in Language Input Are Associated With Children's Language‐Related Brain Structure and Reading Skills DOI
Emily C. Merz,

Elaine A. Maskus,

Samantha A. Melvin

et al.

Child Development, Journal Year: 2019, Volume and Issue: 91(3), P. 846 - 860

Published: March 28, 2019

The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among background, home linguistic input, brain structure, and 5‐to‐9‐year‐old children ( N = 94). Naturalistic audio recordings high‐resolution, T1‐weighted MRI scans were acquired. Children who experienced more adult–child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education was indirectly associated with via Left area skills. experience may thus partially explain language‐supporting structure turn

Language: Английский

Citations

127
A Model-Free Affective Reinforcement Learning Approach to Personalization of an Autonomous Social Robot Companion for Early Literacy Education DOI Open Access
Hae Won Park,

Ishaan Grover,

Samuel Spaulding

et al.

Proceedings of the AAAI Conference on Artificial Intelligence, Journal Year: 2019, Volume and Issue: 33(01), P. 687 - 694

Published: July 17, 2019

Personalized education technologies capable of delivering adaptive interventions could play an important role in addressing the needs diverse young learners at a critical time school readiness. We present innovative personalized social robot learning companion system that utilizes children’s verbal and nonverbal affective cues to modulate their engagement maximize long-term gains. propose reinforcement approach train policy for each student during educational activity where child tell stories other. Using policy, selects are optimized child’s linguistic skill progression. recruited 67 bilingual English language between ages 4–6 years old participate between-subjects study evaluate our system. Over three-month deployment schools, unique storytelling was trained deliver story curriculum group. compared outcomes Non-personalized group with fixed robot, baseline had no intervention. In Personalization condition, results show successfully boost respect retaining more target words as well using syntax structures children other groups.

Language: Английский

Citations

122
Where language meets attention: How contingent interactions promote learning DOI
Lillian R. Masek, Brianna T. M. McMillan, Sarah Paterson

et al.

Developmental Review, Journal Year: 2021, Volume and Issue: 60, P. 100961 - 100961

Published: May 7, 2021

Language: Английский

Citations

95
Accuracy of the Language Environment Analysis System Segmentation and Metrics: A Systematic Review DOI
Alejandrina Cristià, Federica Bulgarelli, Elika Bergelson

et al.

Journal of Speech Language and Hearing Research, Journal Year: 2020, Volume and Issue: 63(4), P. 1093 - 1105

Published: April 17, 2020

Purpose The Language Environment Analysis (LENA) system provides automated measures facilitating clinical and nonclinical research interventions on language development, but there are only a few, scattered independent reports of these measures' validity. objectives the current systematic review were to (a) discover studies comparing LENA output with manual annotation, namely, accuracy talker labels, as well involving adult word counts (AWCs), conversational turn (CTCs), child vocalization (CVCs); (b) describe them qualitatively; (c) quantitatively integrate assess central tendencies; (d) potential moderators. Method Searches Google Scholar, PubMed, Scopus, PsycInfo combined expert knowledge, interarticle citations resulting in 238 records screened 73 whose full text was inspected. To be included, must target children under age 18 years report labels (e.g., precision and/or recall) AWC, CTC, or CVC (correlations error metrics). Results A total 33 studies, 28 articles, discovered. qualitative revealed most validation had not been peer reviewed such failed key methodology results. Quantitative integration results possible for broad definition recall ( M = 59% 68%, respectively; N 12–13), AWC (mean r .79, 13), .77, 5), CTC .36, 6). Publication bias moderators could assessed meta-analytically. Conclusion Further improved reporting needed evaluating segmentation quantification accuracy, work investigating being particularly urgent. Supplemental Material https://osf.io/4nhms/

Language: Английский

Citations

84