Point, Walk, Talk: Links between Three Early Milestones, from Observation and Parental Report

Autor/inn/en	Moore, Charlotte; Dailey, Shannon; Garrison, Hallie; Amatuni, Andrei; Bergelson, Elika
Titel	Point, Walk, Talk: Links between Three Early Milestones, from Observation and Parental Report
Quelle	In: Developmental Psychology, 55 (2019) 8, S.1579-1593 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore, Charlotte)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000738
Schlagwörter	Child Development; Infants; Child Behavior; Vocabulary Development; Psychomotor Skills; Nonverbal Communication; Age Differences; Toddlers; Language Acquisition; Developmental Stages; Social Development; MacArthur Communicative Development Inventory + Suchen Sie Ihr Suchwort? Kindesentwicklung; Infant; Toddler; Toddlers; Kleinkind; Wortschatzarbeit; Psychomotorische Aktivität; Non-verbal communication; Nonverbale Kommunikation; Age; Difference; Age difference; Altersunterschied; Infants; Sprachaneignung; Spracherwerb; Soziale Entwicklung
Abstract	Around their first birthdays, infants begin to point, walk, and talk. These abilities are appreciable both by researchers with strictly standardized criteria and caregivers with more relaxed notions of what each of these skills entails. Here, we compare the onsets of these skills and links among them across two data collection methods: observation and parental report. We examine pointing, walking, and talking in a sample of 44 infants studied longitudinally from 6 to 18 months. In this sample, links between pointing and vocabulary were tighter than those between walking and vocabulary, supporting a unified sociocommunicative growth account. Indeed, across several cross-sectional and longitudinal analyses, pointers had larger vocabularies than their nonpointing peers. In contrast to previous work, this did not hold for walkers' versus crawlers' vocabularies in our sample. Comparing across data sources, we find that reported and observed estimates of the growing vocabulary and of age of walk onset were closely correlated, while agreement between parents and researchers on pointing onset and talking onset was weaker. Taken together, these results support a developmental account in which gesture and language are intertwined aspects of early communication and symbolic thinking, whereas the shift from crawling to walking appears indistinct from age in its relation with language. We conclude that pointing, walking, and talking are on similar timelines yet distinct from one another, and discuss methodological and theoretical implications in the context of early development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01