Effects of English versus Spanish Language Exposure on Basic Multisensory Attention Skills across 3 to 36 Months of Age

Autor/inn/en	Edgar, Elizabeth V.; Todd, James Torrence; Eschman, Bret; Hayes, Timothy; Bahrick, Lorraine E.
Titel	Effects of English versus Spanish Language Exposure on Basic Multisensory Attention Skills across 3 to 36 Months of Age
Quelle	In: Developmental Psychology, 59 (2023) 8, S.1359-1376 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Edgar, Elizabeth V.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001549
Schlagwörter	English; Spanish; Infants; Attention; Auditory Stimuli; Speech Communication; Visual Stimuli; Environmental Influences; Familiarity; Language Usage; Bilingualism; Monolingualism; Toddlers; Cognitive Ability; Social Influences; Florida + Suchen Sie Ihr Suchwort? English language; Englisch; Spanisch; Infant; Toddler; Toddlers; Kleinkind; Aufmerksamkeit; Auditive Stimulation; Environmental influence; Umwelteinfluss; Sprachgebrauch; Bilingualismus; Infants; Denkfähigkeit; Sozialer Einfluss
Abstract	Recent research has demonstrated that individual differences in infant attention to faces and voices of women speaking predict language outcomes in childhood. These findings have been generated using two new audiovisual attention assessments appropriate for infants and young children, the Multisensory Attention Assessment Protocol (MAAP) and the Intersensory Processing Efficiency Protocol (IPEP). The MAAP and IPEP assess three basic attention skills (sustaining attention, shifting/disengaging, intersensory matching), as well as distractibility, deployed in the context of naturalistic audiovisual social (women speaking English) and nonsocial events (objects impacting a surface). Might children with differential exposure to Spanish versus English show different patterns of attention to social events on these protocols as a function of language familiarity? We addressed this question in several ways using children (n = 81 dual-language learners; n = 23 monolingual-language learners) from South Florida, tested longitudinally across 3-36 months. Surprisingly, results indicated no significant English language advantage on any attention measure for children from monolingual English versus dual English-Spanish language environments. Second, for dual-language learners, exposure to English changed across age, decreasing slightly from 3-12 months and then increasing considerably by 36 months. Furthermore, for dual-language learners, structural equation modeling analyses revealed no English language advantage on the MAAP or IPEP as a function of degree of English language exposure. The few relations found were in the direction of greater performance for children with greater Spanish exposure. Together, findings indicate no English language advantage for basic multisensory attention skills assessed by the MAAP or IPEP between the ages of 3 to 36 months. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01