University of the Sciences.
Missouri Western State University.
J Child Lang. 2019 Jul;46(4):617-631. doi: 10.1017/S0305000918000600. Epub 2019 Feb 26.
Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than generalized cognitive abilities. Twenty-eight 21-month-olds were taught novel words using a modified version of the Intermodal Preferential Looking Paradigm. Seventeen children (range 7-10 years) returned to participate in a longitudinal follow-up. Novel word learning in infancy uniquely accounted for 22% of the variance in childhood receptive vocabulary but did not predict later childhood visuospatial ability or non-verbal IQ. These results suggest that the ability to associate novel sound patterns to novel objects, an index of the process of word learning, may be especially important for long-term language mastery.
早期语言技能的几个方面，包括父母报告的词汇量、音位辨别、语音分段和词汇获取速度，都可以预测后期儿童的语言发展结果。迄今为止，还没有研究检验新单词学习的长期预测效度。我们研究了 21 个月时的新单词学习差异是否可以预测后期儿童的接受性词汇发展结果，而不是一般的认知能力。28 名 21 个月大的婴儿使用修改后的视听偏好范式来学习新单词。其中 17 名儿童（年龄 7-10 岁）返回参加纵向随访。婴儿期的新单词学习可以独特地解释儿童接受性词汇的 22%的差异，但不能预测后期儿童的视觉空间能力或非言语智商。这些结果表明，将新的声音模式与新的物体联系起来的能力，即单词学习过程的一个指标，可能对长期的语言掌握特别重要。
