Verbal and non-verbal skills in early childhood: dimensionality, developmental trajectories, and gender differences

• DOI: 10.3389/fpsyg.2024.1330334
• Publication Date: 2024-04-19T05:00:22Z
• Authors: Magdalena Elnes; Joakim Evensen Ha...; Arne Lervåg; Ove Edvard Hatlevik; Elin Kirsti Lie R...
• Keywords: non-verbal; VDP::Samfunnsvitenskap: 200::Psykologi: 260::Utviklingspsykologi: 265; verbal; gender/sex differences; 05 social sciences; non-verbal skills; cognitive assessment; BF1-990; Psychology; verbal skills; toddlers; 0503 education; cognitive development

This study examines the dimensionality of and relationships between two subscales from British Ability Scales – Third Edition, measuring verbal (expressive vocabulary) non-verbal (reasoning) cognitive skills for toddlers (age three) preschoolers five), in a Norwegian context across genders. Descriptive statistics revealed item selection criteria that included specific items within each subscale. Subsequently, Confirmatory Factor Analysis established subscales’ (Naming Vocabulary Picture Similarities; N = 1094) confirmed measurement invariance Further, factors were investigated using correlation analysis Structural Equation Modeling. The findings factor at age three strongly predicted five significantly influenced five. exhibited moderate predictive relationship with five, did not predict In terms gender differences, girls showed higher scores on three, stronger summary, this research provides valuable insights into skill development highlights possible variations gender. study’s findings, limitations, implications are discussed.