Disentangling the Effects of Cognitive Development and Linguistic Expertise: A Longitudinal Study of the Acquisition of English in Internationally-Adopted Children

Autor/inn/en	Snedeker, Jesse; Geren, Joy; Shafto, Carissa L.
Titel	Disentangling the Effects of Cognitive Development and Linguistic Expertise: A Longitudinal Study of the Acquisition of English in Internationally-Adopted Children
Quelle	In: Cognitive Psychology, 65 (2012) 1, S.39-76 (38 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0285
DOI	10.1016/j.cogpsych.2012.01.004
Schlagwörter	Expertise; Nouns; Linguistics; Infants; Adoption; Cognitive Development; Prediction; Comparative Analysis; Language Acquisition; Preschool Children; Abstract Reasoning; Longitudinal Studies + Suchen Sie Ihr Suchwort? Expert appraisal; Linguistik; Infant; Toddler; Toddlers; Kleinkind; Kognitive Entwicklung; Vorhersage; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Abstraktes Denken; Denken; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Early language development is characterized by predictable changes in the words children produce and the complexity of their utterances. In infants, these changes could reflect increasing linguistic expertise or cognitive maturation and development. To disentangle these factors, we compared the acquisition of English in internationally-adopted preschoolers and internationally-adopted infants. Parental reports and speech samples were collected for 1 year. Both groups showed the qualitative shifts that characterize first-language acquisition. Initially, they produced single-word utterances consisting mostly of nouns and social words. The appearance of verbs, adjectives and multiword utterances was predicted by vocabulary size in both groups. Preschoolers did learn some words at an earlier stage than infants, specifically words referring to the past or future and adjectives describing behavior and internal states. These findings suggest that cognitive development plays little role in the shift from referential terms to predicates but may constrain children's ability to learn some abstract words. (Contains 5 figures and 11 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10