New evidence about language and cognitive development based on a longitudinal study: Hypotheses for intervention

American Psychologist

Volumn 69, Issue 6, 2014, Pages 588-599

  Goldin Meadow, Susan ^a   Levine, Susan C ^a   Hedges, Larry V ^a,b   Huttenlocher, Janellen ^a   Raudenbush, Stephen W ^a   Small, Steven L ^a,c  

^a UNIVERSITY OF CHICAGO   (United States)

^b NORTHWESTERN UNIVERSITY   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Gesture; Linguistic input; Perinatal unilateral brain injury; Socioeconomic status

Indexed keywords

BRAIN INJURY; CHILD; CHILD DEVELOPMENT; COGNITION; FEMALE; GESTURE; HUMAN; INFANT; LANGUAGE; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDY; MALE; PARENT; PHYSIOLOGY; PRESCHOOL CHILD; PSYCHOLOGY; SOCIAL ENVIRONMENT; SOCIOECONOMICS;

BRAIN INJURIES; CHILD; CHILD DEVELOPMENT; CHILD, PRESCHOOL; COGNITION; FEMALE; GESTURES; HUMANS; INFANT; LANGUAGE; LANGUAGE DEVELOPMENT; LONGITUDINAL STUDIES; MALE; PARENTS; SOCIAL ENVIRONMENT; SOCIOECONOMIC FACTORS;

EID: 84925587634     PISSN: 0003066X     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0036886     Document Type: Article

References (60)

1. Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research reviews (pp. 77-117). Newark, DE: International Reading Association.
2. Bates, E. (1976). Language and context: The acquisition of pragmatics. New York, NY: Academic Press.
3. Bates, E., Thal, D., & Janowsky, J. (2000). Early language development and its neural correlates. In I. Rapin & S. Segalowitz (Eds.), Handbook of neuropsychology: Vol. 6: Child neurology (pp. 525-592). Amsterdam, the Netherlands: Elsevier.
4. Broaders, S. C., Cook, S. W., Mitchell, Z., & Goldin-Meadow, S. (2007). Making children gesture brings out implicit knowledge and leads to learning. Journal of Experimental Psychology: General, 136, 539-550. doi:10.1037/0096-3445.136.4.539
5. Cartmill, E., Armstrong, B., Gleitman, L., Goldin-Meadow, S., Medina, T., & Trueswell, J. (2013). Quality of early parent input predicts child vocabulary three years later. Proceedings of the National Academy of Sciences, USA, 110, 11278-11283.
6. Cartmill, E. A., Hunsicker, D., & Goldin-Meadow, S. (2014, March 3). Pointing and naming are not redundant: Children use gesture to modify nouns before they modify nouns in speech. Developmental Psychology. Advance online publication. doi:10.1037/a0036003
7. Demir, O. E., Levine, S. C., & Goldin-Meadow, S. (2010). Narrative skill in children with early unilateral brain injury: A possible limit to functional plasticity. Developmental Science, 13, 636-647. doi: 10.1111/j.1467-7687.2009.00920.x
8. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Brooks-Gunn, J. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428-1446. doi: 10.1037/0012-1649.43.6.1428
9. Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test-Third Edition. Circle Pines, MN: American Guidance Service.
10. Engle, P. L., Fernald, L. C. H., Alderman, H., Behrman, J., O'Gara, C., Yousafzai, A., the Global Child Development Steering Group. (2011). Strategies for reducing inequalities and improving developmental outcomes for young children in low-income and middle-income countries. The Lancet, 378, 1339 -1353. doi:10.1016/S0140- 6736(11)60889-1
11. Feldman, H. M. (1994). Language development after early unilateral brain injury: A replication study. In H. Tager-Flusberg (Ed.), Constraints on language acquisition: Studies of atypical children (pp. 75-90). Hillsdale, NJ: Erlbaum.
12. Feldman, H. M. (2005). Language learning with an injured brain. Language Learning and Development, 1, 265-288. doi:10.1080/15475441 .2005.9671949
13. Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., & Pethick, S. J. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59(Serial No. 242).
14. Furrow, D., Nelson, K., & Benedict, H. (1979). Mothers' speech to children and syntactic development: Some simple relationships. Journal of Child Language, 6, 423-442. doi:10.1017/S0305000900002464
15. Gentner, D., özyurek, A., Gurcanli, O., & Goldin-Meadow, S. (2013). Spatial language facilitates spatial cognition: Evidence from children who lack language input. Cognition, 127, 318-330. doi:10.1016/j .cognition.2013.01.003
16. Gertner, B. L., Rice, M. L., & Hadley, P. A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37, 913-923.
17. Gillette, J., Gleitman, H., Gleitman, L., & Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73, 135-176. doi: 10.1016/S0010-0277(99)00036-0
18. Goldin-Meadow, S. (2003). The resilience of language. New York, NY: Psychology Press.
19. Goldin-Meadow, S., & Butcher, C. (2003). Pointing toward two-word speech in young children. In S. Kita (Ed.), Pointing: Where language, culture, and cognition meet (pp. 85-108). Hillsdale, NJ: Erlbaum.
20. Goldin-Meadow, S., Goodrich, W., Sauer, E., & Iverson, J. (2007). Young children use their hands to tell their mothers what to say. Developmental Science, 10, 778-785. doi:10.1111/j.1467-7687.2007.00636.x
21. Goldin-Meadow, S., & Saltzman, J. (2000). The cultural bounds of maternal accommodation: How Chinese and American mothers communicate with deaf and hearing children. Psychological Science, 11, 307-314. doi:10.1111/1467-9280.00261
22. Hart, B., & Risley, T. (1980). In vivo language intervention: Unanticipated general effects. Journal of Applied Behavior Analysis, 13, 407- 432. doi:10.1901/jaba.1980.13-407
23. Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experiences of young children. Baltimore, MD: Brookes.
24. Heath, S. B. (1983). Ways with words. Cambridge, England: Cambridge University Press.
25. Hess, R. D., & Shipman, V. C. (1965). Early experience and the socialization of cognitive modes in children. Child Development, 36, 869- 886. doi:10.2307/1126930
26. Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74, 1368-1378. doi:10.1111/1467-8624.00612
27. Hoff-Ginsberg, E. (1986). Function and structure in maternal speech: Their relation to the child's development of syntax. Developmental Psychology, 22, 155-163. doi:10.1037/0012-1649.22.2.155
28. Hoff-Ginsberg, E. (1990). Maternal speech and the child's development of syntax: A further look. Journal of Child Language, 17, 85-99. doi: 10.1017/S0305000900013118
29. Huttenlocher, J., Haight, W., Bryk, A., Selzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27, 236-248. doi:10.1037/0012-1649.27.2 .236
30. Huttenlocher, J., & Levine, S. C. (1990). Primary Test of Cognitive Skills. New York, NY: Macmillan.
31. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45, 337-374. doi:10.1016/S0010-0285(02)00500-5
32. Huttenlocher, J., Waterfall, H., Vasilyeva, M., Vevea, J., & Hedges, L. (2010). Sources of variability in children's language growth. Cognitive Psychology, 61, 343-365. doi:10.1016/j.cogpsych.2010.08.002
33. Iverson, J., Capirci, O., Longobardi, W., & Caselli, M. C. (1999). Gesturing in mother- child interactions. Cognitive Development, 14, 57-75. doi:10.1016/S0885-2014(99)80018-5
34. Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Psychological Science, 16, 367-371. doi: 10.1111/j.0956-7976.2005.01542.x
35. Iverson, J. M., Longobardi, E., & Caselli, M. C. (2003). Relationship between gestures and words in children with Down's syndrome and typically developing children in the early stages of communicative development. International Journal of Language & Communication Disorders, 38, 179-197. doi:10.1080/1368282031000062891
36. Kiessling, L. S., Denckla, M. B., & Carlton, M. (1983). Evidence for differential hemispheric function in children with hemiplegic cerebral palsy. Developmental Medicine & Child Neurology, 25, 727-734. doi: 10.1111/j.1469-8749.1983.tb13840.x
37. LeBarton, E. S., Goldin-Meadow, S., & Raudenbush, S. (2013, November 12). Experimentally-induced increases in early gesture lead to increases in spoken vocabulary. Journal of Cognition and Development. Advance online publication. doi:10.1080/15248372.2013.858041
38. Levine, S. C., Huttenlocher, J., Taylor, A., & Langrock, A. (1999). Early sex differences in spatial ability. Developmental Psychology, 35, 940- 949. doi:10.1037/0012-1649.35.4.940
39. Levine, S. C., Huttenlocher, P., Banich, M., & Duda, E. (1987). Factors affecting cognitive functioning of hemiplegic children. Developmental Medicine & Child Neurology, 29, 27-35. doi:10.1111/j.1469-8749 .1987.tb02104.x
40. Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, S., & Gunderson, E. A. (2010). What counts in the development of young children's number knowledge? Developmental Psychology, 46, 1309- 1319. doi:10.1037/a0019671
41. Marchman, V. A., Miller, R., & Bates, E. (1991). Babble and first words in children with focal brain injury. Applied Psycholinguistics, 12, 1-22. doi:10.1017/S0142716400009358
42. Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children's word learning: A meta-analysis. Review of Educational Research, 80, 300 -335. doi:10.3102/ 0034654310377087
43. Miller, J. F., & Chapman, R. S. (1981). The relation between age and mean length of utterance. Journal of Speech and Hearing Research, 24, 154-161.
44. Naigles, L. R., & Hoff-Ginsberg, E. (1998). Why are some verbs learned before other verbs? Effects of input frequency and structure on children's early verb use. Journal of Child Language, 25, 95-120. doi: 10.1017/S0305000997003358
45. Newport, E. L., Gleitman, H., & Gletiman, L. R. (1977). Mother, I'd rather do it myself: Some effects and noneffects of maternal speech style. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition (pp. 109-150). Cambridge, England: Cambridge University Press.
46. Özçalişkan, S., & Goldin-Meadow, S. (2005). Gesture is at the cutting edge of early language development. Cognition, 96, B101-B113. doi: 10.1016/j.cognition.2005.01.001
47. özçalişkan S., Goldin-Meadow, S., Gentner, D., & Mylander, C. (2009). Does language about similarity play a role in fostering similarity comparison in children? Cognition, 112, 217-228. doi:10.1016/j .cognition.2009.05.010
48. Pruden, S. M., Levine, S. C., & Huttenlocher, J. (2011). Children's spatial thinking: Does talk about the spatial world matter? Developmental Science, 14, 1417-1430. doi:10.1111/j.1467-7687.2011.01088.x
49. Rankin, J. M., Aram, D., & Horwitz, S. (1981). Language ability in right and left hemiplegic children. Brain and Language, 14, 292-306. doi: 10.1016/0093-934X(81)90081-X
50. Reilly, J. S., Bates, E. A., & Marchman, V. A. (1998). Narrative discourse in children with early focal brain injury. Brain and Language, 61, 335-375. doi:10.1006/brln.1997.1882
51. Roberts, M. Y., & Kaiser, A. P. (2011). The effectiveness of parentimplemented language interventions: A meta-analysis. American Journal of Speech-Language Pathology, 20, 180-199. doi:10.1044/1058- 0360(2011/10-0055)
52. Rowe, M. L., & Goldin-Meadow, S. (2009a, February 13). Differences in early gesture explain SES disparities in child vocabulary size at school entry. Science, 323, 951-953. doi:10.1126/science.1167025
53. Rowe, M. L., & Goldin-Meadow, S. (2009b). Early gesture selectively predicts later language learning. Developmental Science, 12, 182-187. doi:10.1111/j.1467-7687.2008.00764.x
54. Rowe, M. L., Levine, S. C., Fisher, J., & Goldin-Meadow, S. (2009). The joint effects of biology and input on the language development of brain-injured children. Developmental Psychology, 45, 90-102. doi: 10.1037/a0012848
55. Sauer, E., Levine, S., & Goldin-Meadow, S. (2010). Early gesture predicts language delay in children with pre- or perinatal brain lesions. Child Development, 81, 528-539. doi:10.1111/j.1467-8624.2009.01413.x
56. Stiles, J., Reilly, J. S., Levine, S. C., Trauner, D., & Nass, R. D. (2012). Neural plasticity and cognitive development: Insights from children with perinatal brain injury. Oxford, England: Oxford University Press.
57. Stiles, J., Reilly, J., Paul, B., & Moses, P. (2005). Cognitive development following early brain injury: Evidence for neural adaptation. Trends in Cognitive Sciences, 9, 136-143. doi:10.1016/j.tics.2005.01.002
58. Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.
59. Wechsler, D. (2002). Wechsler Preschool and Primary Scale of Intelligence- Third Edition. San Antonio, TX: Harcourt.
60. Wynn, K. (1992). Children's acquisition of the number words and the counting system. Cognitive Psychology, 24, 220-251. doi:10.1016/ 0010-0285(92)90008-P