A5065475749- Language Development and Disorders
- Reading and Literacy Development
- Cognitive Abilities and Testing
- Genetics and Neurodevelopmental Disorders
- Early Childhood Education and Development
- Child and Animal Learning Development
- Child Development and Digital Technology
- Genetic Associations and Epidemiology
- Family and Disability Support Research
- Educational and Psychological Assessments
- Infant Development and Preterm Care
- Autism Spectrum Disorder Research
- Cognitive and developmental aspects of mathematical skills
- Neurobiology of Language and Bilingualism
- Birth, Development, and Health
- Spatial Cognition and Navigation
- Multilingual Education and Policy
- EFL/ESL Teaching and Learning
- Child and Adolescent Psychosocial and Emotional Development
- Intergenerational and Educational Inequality Studies
- Parental Involvement in Education
- Education, Achievement, and Giftedness
- Health, Environment, Cognitive Aging
- School Choice and Performance
- Assistive Technology in Communication and Mobility
University of New Mexico
2016-2025
Google (United States)
1989-2022
University of Kansas
2018
University of York
2018
King's College London
2018
Aneurin Bevan University Health Board
2017
Ysbyty Gwynedd Hospital NHS Trust
2012
BAE Systems (United Kingdom)
2009
University of Missouri
1999-2006
Centre for Human Genetics
2004
The MacArthur Communicative Development Inventories (CDIs) are a pair of widely used parent-report instruments for assessing communicative skills in infants and toddlers. This report describes short-form versions the CDIs their development, summarizes newly available normative data psychometric properties instruments, discusses research clinical applications. infant short form (Level I, 8- to 18-month-olds) contains an 89-word checklist vocabulary comprehension production. two parallel...
Results are reported for stylistic and developmental aspects of vocabulary composition 1,803 children families who participated in the tri-city norming a new parental report instrument, MacArthur Communicative Development Inventories. We replicate previous studies with small samples showing extensive variation use common nouns between age 0; 8 1;4 (i.e. 'referential style'), proportion made up closed-class words 2;6 'analytic' vs. 'holistic' style). However, both style dimensions confounded...
ABSTRACT Studies examining factors that influence when words are learned typically investigate one lexical category or a small set of words. We provide the first evaluation relation between input frequency and age acquisition for large sample The MacArthur-Bates Communicative Development Inventory provides norming data on 562 individual collected from parents children aged 0 ; 8 to 2 6. CHILDES database estimates with which use these their (age: 7–7 5; mean age: 36 months). For production,...
Parent-based assessments of vocabulary, grammar, nonverbal ability, and use language to refer past future (displaced reference) were obtained for 8,386 twin children at 2 years age. Children with year vocabulary scores below the 10th centile designated early delay (ELD) group, their outcomes 3 4 contrasted remainder sample, typical (TL) group. At old, as impaired if fell 15th on least parent-provided measures: abstract language. years, 44.1% ELD group (as compared 7.2% TL group) met criteria...
ABSTRACT When carefully assessed and analysed, parent report can provide a valuable overall evaluation of children's language at 20 months. Norming information validity coefficients are presented here for vocabulary checklist assessment included in the Early Language Inventory. Normative data provided fullterm, preterm, precocious samples, including selected vocabulatory subsets that indicative early learning style. The has substantial as indexed by correlations with Bayley Scales Infant...
Grit --perseverance and passion for long-term goals --has been shown to be a significant predictor of academic success, even after controlling other personality factors.Here, the first time, we use UK-representative sample genetically sensitive design unpack etiology grit its prediction achievement in comparison well-established traits.For 4,642 16-yearolds (2,321 twin pairs), used Grit-S scale (Perseverance Effort Consistency Interest), along with Big-5 traits, predict scores on General...
Significance Differences among children in educational achievement are highly heritable from the early school years until end of compulsory education at age 16, when UK students assessed nationwide with standard tests [General Certificate Secondary Education (GCSE)]. Genetic research has shown that intelligence makes a major contribution to heritability achievement. However, we show other broad domains behavior such as personality and psychopathology also account for genetic influence on...
Background The environment can moderate the effect of genes - a phenomenon called gene-environment (GxE) interaction. Several studies have found that socioeconomic status (SES) modifies heritability children's intelligence. Among low-SES families, genetic factors been reported to explain less variance in intelligence; reverse is for high-SES families. evidence however inconsistent. Other an opposite direction (higher lower SES), or no moderation on Methods Using 8716 twin pairs from Twins...
Despite the importance of learning abilities and disabilities in education child development, little is known about their genetic environmental origins early school years. We report results for English (which includes reading, writing, speaking), mathematics, science as well general cognitive ability a large representative sample U.K. twins studied at 7, 9, 10 years age. Although preliminary reports some these data have been published, purpose this monograph to present new univariate,...
A primary goal of polygenic scores, which aggregate the effects thousands trait-associated DNA variants discovered in genome-wide association studies (GWASs), is to estimate individual-specific genetic propensities and predict outcomes. This typically achieved using a single score, but here we use multi-polygenic score (MPS) approach increase predictive power by exploiting joint multiple discovery GWASs, without assumptions about relationships among predictors. We used summary statistics 81...
ABSTRACT We use a longitudinal design to examine associations for diverse sample of 2,120 Danish 16- 30-month-old children between early expressive vocabulary and later reading math outcomes in the sixth grade. Educational outcomes, particular decoding comprehension, can be predicted from an measure as 16 months with effect sizes (in proportion variance accounted for) comparable 1 year's mean growth scores. The findings confirm relatively large population-based study that late talkers are at...
Abstract Reading and writing are crucial life skills but roughly one in ten children affected by dyslexia, which can persist into adulthood. Family studies of dyslexia suggest heritability up to 70%, yet few convincing genetic markers have been found. Here we performed a genome-wide association study 51,800 adults self-reporting diagnosis 1,087,070 controls identified 42 independent significant loci: 15 genes linked cognitive ability/educational attainment, 27 new potentially more specific...
The use of spoken and written language is a fundamental human capacity. Individual differences in reading- language-related skills are influenced by genetic variation, with twin-based heritability estimates 30 to 80% depending on the trait. architecture complex, heterogeneous, multifactorial, but investigations contributions single-nucleotide polymorphisms (SNPs) were thus far underpowered. We present multicohort genome-wide association study (GWAS) five traits assessed individually using...
The MacArthur–Bates Communicative Development Inventories (CDI; Dale, 1996; Fenson et al., 1994), parent reports about language skills, are being used increasingly in studies of theoretical and public health importance. This study (N=113) correlated scores on the CDI at ages 2 3 years with age tests cognition receptive measures from parent–child conversation. Associations indicated reasonable concurrent predictive validity. findings suggest that satisfactory vocabulary likely to predict...
Abstract The fact that early lexical and grammatical acquisition are strongly correlated has been cited as evidence against the view language faculty is composed of dissociable autonomous modules ( Bates & Goodman, 1997 ). However, previous studies have not yet eliminated possibility lexical–grammar associations may be attributable to language‐general individual differences (e.g. children who good at learning words grammar). Parent report assessments toddlers simultaneously English...
This article addresses the autonomy hypothesis of vocabulary and grammar bootstrapping mechanisms in early language development. Two birth cohorts 1,505 1,049 same‐sex twin pairs from UK were assessed at 2 3 years on vocabulary, using adapted versions MacArthur Communicative Development Inventory. Vocabulary correlate strongly both cohorts. Multivariate genetic modeling reveals a consistently high correlation between years. finding suggests same influences operate for grammar, incompatible...
In this study, we instructed parents and early childhood special education staff in Dialogic Reading, an interactive language facilitation technique. We compared the effects of instruction on adult child during shared book reading children's vocabulary growth three different treatment conditions. Thirty-two children with delays were randomly assigned to one groups: (a) parent one-on-one practice, (b) (c) without practice (control group). Children given standardized tests videotaped before...
The effect of instructing parents children with language delays in effective joint book-reading techniques was compared facilitation through more general conversational instruction. Thirty-three children, 3 to 6 years age, and their mothers participated. Parents receiving a version Whitehurst's Dialogic Reading Training Program (Whitehurst et al., 1988) increased use what/who questions, open-ended imitation, expansions than did training. More modest effects were also found for the primarily...
Feldman et al. criticize the MacArthur Communicative Development Inventories (CDIs) as having too much variability, little stability, and insufficient ability to predict early language delay. We present data showing that these characteristics of CDI are authentic reflections individual differences in development rather than measurement deficiencies. also respond their critical assertions concerning sociodemographic influences on scores.