The aim of this study was to further our understanding of the link between social anxiety and substance use in adolescents, in particular the role susceptibility to peer pressure plays in this link. The relation between social anxiety and susceptibility to peer pressure was studied in two community samples ( and ) each consisting of two age groups (12-13 and 15–17 years). The relation of these two variables with substance use was evaluated in the second sample using regression analysis. Social anxiety was related to susceptibility to peer pressure in both groups and not related to substance use in the younger group and negatively related to substance use in the older group. Susceptibility to peer pressure acted as a suppressor in the relation between social anxiety and substance use. Results suggest that socially anxious adolescents basically avoid substance use but, if susceptible, may yield to peer pressure and start using substances. Parents, teachers, and therapists should be aware of this susceptibility to possibly negative peer pressure of socially anxious adolescents.
{"title":"Adolescent Social Anxiety and Substance Use: The Role of Susceptibility to Peer Pressure","authors":"A. W. Blöte, A. Miers, P. Westenberg","doi":"10.1155/2016/9468972","DOIUrl":"https://doi.org/10.1155/2016/9468972","url":null,"abstract":"The aim of this study was to further our understanding of the link between social anxiety and substance use in adolescents, in particular the role susceptibility to peer pressure plays in this link. The relation between social anxiety and susceptibility to peer pressure was studied in two community samples ( and ) each consisting of two age groups (12-13 and 15–17 years). The relation of these two variables with substance use was evaluated in the second sample using regression analysis. Social anxiety was related to susceptibility to peer pressure in both groups and not related to substance use in the younger group and negatively related to substance use in the older group. Susceptibility to peer pressure acted as a suppressor in the relation between social anxiety and substance use. Results suggest that socially anxious adolescents basically avoid substance use but, if susceptible, may yield to peer pressure and start using substances. Parents, teachers, and therapists should be aware of this susceptibility to possibly negative peer pressure of socially anxious adolescents.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/9468972","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64616429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children develop some orthographic knowledge before learning to read. In some contexts phonological knowledge can scaffold orthographic understanding, but in others, phonological knowledge must be ignored in favor of orthographic knowledge. The current study examines the development of orthographic knowledge as it interacts with phonological knowledge in early readers. Forty-five Kindergarten students were presented with two different nonwords on screen and their gaze was tracked. In the first task, they were asked to choose the best “word,” and in the second task they were asked to choose the best “word” for a specific pronunciation, thereby requiring phonological decoding of the stimuli. Our findings indicate that early readers show explicit awareness of some orthographic conventions and implicit awareness of others, but they only showed implicit awareness when they did not have to additionally decode the stimuli. These results suggest that early orthographic knowledge may be fragile and easily masked by phonological knowledge.
{"title":"Integrating Orthographic and Phonological Knowledge in Early Readers: Implicit and Explicit Knowledge","authors":"Tanya Kaefer","doi":"10.1155/2016/6036129","DOIUrl":"https://doi.org/10.1155/2016/6036129","url":null,"abstract":"Children develop some orthographic knowledge before learning to read. In some contexts phonological knowledge can scaffold orthographic understanding, but in others, phonological knowledge must be ignored in favor of orthographic knowledge. The current study examines the development of orthographic knowledge as it interacts with phonological knowledge in early readers. Forty-five Kindergarten students were presented with two different nonwords on screen and their gaze was tracked. In the first task, they were asked to choose the best “word,” and in the second task they were asked to choose the best “word” for a specific pronunciation, thereby requiring phonological decoding of the stimuli. Our findings indicate that early readers show explicit awareness of some orthographic conventions and implicit awareness of others, but they only showed implicit awareness when they did not have to additionally decode the stimuli. These results suggest that early orthographic knowledge may be fragile and easily masked by phonological knowledge.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/6036129","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64455374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gabriela Almeida, C. Luz, Rui Martins, R. Cordovil
Observations in studies of estimation compared to actual performance in motor skills revealed that children are not always accurate and have a tendency to overestimate the maximum distance at which an action can be performed. The relationship between estimated and real motor competences was analyzed for several tasks: standing long jump (SLJ), throwing and kicking, and walking backwards (WB) on a balance beam. Children were asked to predict their maximum distance prior to performing those tasks. Participants were 303 children (160 boys), which were between 6 and 10 years of age (, ). Children’s estimations were compared with their real performance to determine their accuracy. Absolute error (real performance − estimation) and error tendency, that is, the direction of the error (overestimation, accuracy, and underestimation bias), were calculated. Children had a tendency to overestimate their performance and were more conservative in the WB task, a noncommon action. In general, it is possible to conclude that children, in the studied age span, tend to overestimate their performance, particularly in familiar skills. This fact may be determinant to the development of their motor competences, since they are more likely to engage and persist in motor tasks, but it might also be a problem in terms of child safety because it could increase the occurrence of unintended injuries.
{"title":"Differences between Estimation and Real Performance in School-Age Children: Fundamental Movement Skills","authors":"Gabriela Almeida, C. Luz, Rui Martins, R. Cordovil","doi":"10.1155/2016/3795956","DOIUrl":"https://doi.org/10.1155/2016/3795956","url":null,"abstract":"Observations in studies of estimation compared to actual performance in motor skills revealed that children are not always accurate and have a tendency to overestimate the maximum distance at which an action can be performed. The relationship between estimated and real motor competences was analyzed for several tasks: standing long jump (SLJ), throwing and kicking, and walking backwards (WB) on a balance beam. Children were asked to predict their maximum distance prior to performing those tasks. Participants were 303 children (160 boys), which were between 6 and 10 years of age (, ). Children’s estimations were compared with their real performance to determine their accuracy. Absolute error (real performance − estimation) and error tendency, that is, the direction of the error (overestimation, accuracy, and underestimation bias), were calculated. Children had a tendency to overestimate their performance and were more conservative in the WB task, a noncommon action. In general, it is possible to conclude that children, in the studied age span, tend to overestimate their performance, particularly in familiar skills. This fact may be determinant to the development of their motor competences, since they are more likely to engage and persist in motor tasks, but it might also be a problem in terms of child safety because it could increase the occurrence of unintended injuries.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/3795956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64348426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Perceived Parent Success Standards Scale (PPSSS), adapted from the Perception of Success Questionnaire constructed by Roberts et al. (1998) to measure athletes’ achievement goal orientation, provides a measure of athletes’ perceptions of mastery- and ego-oriented parental success criteria, a central component of parental motivational climate. This study focused on 543 young athletes (ages 9–16) on 82 teams in recreational basketball leagues. The PPSSS exhibited strong factorial validity, construct validity, and orthogonality between ego and mastery factors that allow for different combinations of these factors to be tested. We also compared the impact of the motivational climates created by coaches and success standards conveyed by parents on postseason athlete outcome measures of anxiety, self-esteem, and achievement goal orientation. Correlational and multilevel regression analyses revealed that both coach and parent variables were significantly related to the athlete variables. However, mediational analyses indicated that parental success standards mediated relations between coach-initiated climate and all of the outcome variables, reflecting the power of parental socialization processes. We discuss potential reasons for the greater parental influence shown in this and a previous study, and we suggest directions for further research as well as possible interventions that can help both coaches and parents create a more positive athletic environment for young athletes.
{"title":"Measurement of Perceived Parental Success Standards in Sport and Relations with Athletes’ Self-Esteem, Performance Anxiety, and Achievement Goal Orientation: Comparing Parental and Coach Influences","authors":"Frank J. Schwebel, Ronald E Smith, F. Smoll","doi":"10.1155/2016/7056075","DOIUrl":"https://doi.org/10.1155/2016/7056075","url":null,"abstract":"The Perceived Parent Success Standards Scale (PPSSS), adapted from the Perception of Success Questionnaire constructed by Roberts et al. (1998) to measure athletes’ achievement goal orientation, provides a measure of athletes’ perceptions of mastery- and ego-oriented parental success criteria, a central component of parental motivational climate. This study focused on 543 young athletes (ages 9–16) on 82 teams in recreational basketball leagues. The PPSSS exhibited strong factorial validity, construct validity, and orthogonality between ego and mastery factors that allow for different combinations of these factors to be tested. We also compared the impact of the motivational climates created by coaches and success standards conveyed by parents on postseason athlete outcome measures of anxiety, self-esteem, and achievement goal orientation. Correlational and multilevel regression analyses revealed that both coach and parent variables were significantly related to the athlete variables. However, mediational analyses indicated that parental success standards mediated relations between coach-initiated climate and all of the outcome variables, reflecting the power of parental socialization processes. We discuss potential reasons for the greater parental influence shown in this and a previous study, and we suggest directions for further research as well as possible interventions that can help both coaches and parents create a more positive athletic environment for young athletes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/7056075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64502607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds) were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup) and other-team (outgroup) members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.
{"title":"Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings","authors":"Virginia L. Lam, Jodi-Ann Seaton","doi":"10.1155/2016/8649132","DOIUrl":"https://doi.org/10.1155/2016/8649132","url":null,"abstract":"Children’s intergroup bias is one of the consequences of their readiness to categorise people into ingroups and outgroups, even when groups are assigned arbitrarily. The present study examined the influence of intergroup competition on children’s ingroup and outgroup attitudes developed within the minimal-group setting in British classrooms. One hundred and twelve children in two age groups (6-7- and 9-10-year-olds) were assessed on classification skills and self-esteem before being allocated to one of two colour “teams.” In the experimental condition, children were told that the teams would have a competition after two weeks and teachers made regular use of these teams to organise activities. In the control condition, where no competition ensued, teachers did not refer to “teams.” Then children completed trait attributions to their own-team (ingroup) and other-team (outgroup) members and group evaluations. It was found that children developed positive ingroup bias across conditions, but outgroup negative bias was shown only by 6-7-year-olds in the experimental condition, particularly if they lost the competition, where they evaluated their team more critically. Better classification skills were associated with less negativity towards the outgroup in the experimental condition. Findings are discussed in relation to relevant theoretical premises and particulars of the intergroup context.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/8649132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64579408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigated the influence of the community-based family literacy program on parent’s and children’s engagement in family reading practices and language/literacy activities at home. Parent’s and children’s engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents’ and child’s engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.
{"title":"Community-Based Family Literacy Program: Comparing Different Durations and Family Characteristics","authors":"YaeBin Kim, Teresa A. Byington","doi":"10.1155/2016/4593167","DOIUrl":"https://doi.org/10.1155/2016/4593167","url":null,"abstract":"The current study investigated the influence of the community-based family literacy program on parent’s and children’s engagement in family reading practices and language/literacy activities at home. Parent’s and children’s engagement in family reading practices and language/literacy activities based on different family characteristics and the lengths of program attended were compared. Six-week and four-week Family Storyteller Program for Preschoolers series were taught between 2013 and 2015. Three hundred seventy-five parents completed both presurveys and postsurveys. Parents showed promising results in enhancing parents’ and child’s engagement in family reading practices and language/literacy activities at home after participating in the intervention. It was also found that durations of the program and family characteristics were correlated to different outcomes.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/4593167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64387998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Appearance-reality (AR) distinction understanding in preschoolers is worth of further consideration. This also goes for its relationship with false-belief (FB) understanding. This study helped fill these gaps by assessing 3-, 4-, and 5-year-old children’s performances on an appearance-reality distinction task and by investigating relationships with unexpected location, deceptive content, and deception comprehension task performances. 91 preschoolers participated in this study divided into 3 groups: (1) 37 children, M-age 3.4 years; (2) 23 children, M-age 4.5 years; (3) 31 children, M-age 5.4 years. A developmental trend was found where appearance-reality distinction understanding was significantly influenced by age. If wrong answers were particularly high by 3-year-old children, they greatly decreased by 4- and 5-year-old children. 3-year-old children also tended to fail in FB tasks; instead 4- and 5-year-old children performed AR tasks better than FB tasks. Theoretical and practical implications were discussed.
{"title":"Appearances Are Deceiving: Observing the World as It Looks and How It Really Is—Theory of Mind Performances Investigated in 3-, 4-, and 5-Year-Old Children","authors":"L. Bigozzi, A. D. Cosimo, G. Vettori","doi":"10.1155/2016/5270924","DOIUrl":"https://doi.org/10.1155/2016/5270924","url":null,"abstract":"Appearance-reality (AR) distinction understanding in preschoolers is worth of further consideration. This also goes for its relationship with false-belief (FB) understanding. This study helped fill these gaps by assessing 3-, 4-, and 5-year-old children’s performances on an appearance-reality distinction task and by investigating relationships with unexpected location, deceptive content, and deception comprehension task performances. 91 preschoolers participated in this study divided into 3 groups: (1) 37 children, M-age 3.4 years; (2) 23 children, M-age 4.5 years; (3) 31 children, M-age 5.4 years. A developmental trend was found where appearance-reality distinction understanding was significantly influenced by age. If wrong answers were particularly high by 3-year-old children, they greatly decreased by 4- and 5-year-old children. 3-year-old children also tended to fail in FB tasks; instead 4- and 5-year-old children performed AR tasks better than FB tasks. Theoretical and practical implications were discussed.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/5270924","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64418878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present research investigates the effects of top-down information on 12-month-olds’ representations of physical events, focusing on their ability to detect an object change across different events. Infants this age typically fail to detect height changes in events with tubes even though they successfully do so in events with covers. In Experiment 1, infants who saw a tube event in which objects did not interact successfully detected a change in an object’s height, suggesting that object interaction affects infants’ categorization of physical events. Experiments 2 and 3 examined the fine-grained process of event representation. In Experiment 2, infants detected the change in the tube event if they were led by pretest exposure to believe that the event was conducted with a cover. In Experiment 3, infants who initially believed so updated their representation if shown a tube before object interaction occurred (but not after). Together, these findings provide new evidence that infants, like older children and adults, actively construct physical events. Whether they notice a change depends on their existing knowledge and the current representation of the event.
{"title":"Infants Actively Construct and Update Their Representations of Physical Events: Evidence from Change Detection by 12-Month-Olds","authors":"Su-hua Wang, Elizabeth J. Goldman","doi":"10.1155/2016/3102481","DOIUrl":"https://doi.org/10.1155/2016/3102481","url":null,"abstract":"The present research investigates the effects of top-down information on 12-month-olds’ representations of physical events, focusing on their ability to detect an object change across different events. Infants this age typically fail to detect height changes in events with tubes even though they successfully do so in events with covers. In Experiment 1, infants who saw a tube event in which objects did not interact successfully detected a change in an object’s height, suggesting that object interaction affects infants’ categorization of physical events. Experiments 2 and 3 examined the fine-grained process of event representation. In Experiment 2, infants detected the change in the tube event if they were led by pretest exposure to believe that the event was conducted with a cover. In Experiment 3, infants who initially believed so updated their representation if shown a tube before object interaction occurred (but not after). Together, these findings provide new evidence that infants, like older children and adults, actively construct physical events. Whether they notice a change depends on their existing knowledge and the current representation of the event.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2016/3102481","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64319017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite acknowledging that adolescents are active users of electronic technology, little is known about their perceptions concerning how such technologies might be used to promote their social standing among their peer group and whether these perceptions relate to their cyber social behaviors (i.e., cyber aggression perpetration, cyber prosocial behavior). To address this gap in the literature, the present study included 857 seventh graders (M age: 12.19; 50.8% female) from a large Midwestern city in the United States. They completed questionnaires on face-to-face social behaviors, cyber social behaviors, perceived popularity, social preference, and their perceptions of characteristics and activities related to the cyber context which might be used to promote popularity. Findings revealed four activities and characteristics used to improve adolescents’ social standing in the peer group, including antisocial behaviors, sociability, prosocial behaviors, and technology access. Using antisocial behaviors in the cyber context to promote popularity was related to cyber aggression perpetration, while controlling for gender, social preference, and perceived popularity. On the other hand, sociability and prosocial behaviors in the cyber context used to improve popularity as well as technology access were associated with cyber prosocial behavior. A call for additional research is made.
{"title":"Perceptions of Popularity-Related Behaviors in the Cyber Context: Relations to Cyber Social Behaviors","authors":"Michelle F. Wright","doi":"10.1155/2015/636929","DOIUrl":"https://doi.org/10.1155/2015/636929","url":null,"abstract":"Despite acknowledging that adolescents are active users of electronic technology, little is known about their perceptions concerning how such technologies might be used to promote their social standing among their peer group and whether these perceptions relate to their cyber social behaviors (i.e., cyber aggression perpetration, cyber prosocial behavior). To address this gap in the literature, the present study included 857 seventh graders (M age: 12.19; 50.8% female) from a large Midwestern city in the United States. They completed questionnaires on face-to-face social behaviors, cyber social behaviors, perceived popularity, social preference, and their perceptions of characteristics and activities related to the cyber context which might be used to promote popularity. Findings revealed four activities and characteristics used to improve adolescents’ social standing in the peer group, including antisocial behaviors, sociability, prosocial behaviors, and technology access. Using antisocial behaviors in the cyber context to promote popularity was related to cyber aggression perpetration, while controlling for gender, social preference, and perceived popularity. On the other hand, sociability and prosocial behaviors in the cyber context used to improve popularity as well as technology access were associated with cyber prosocial behavior. A call for additional research is made.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2015/636929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65072772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents an adaptation of the MacArthur-Bates Communicative Development Inventories (short version) into three languages spoken in Southern Mozambique. The tool was adapted to study vocabulary development among children of 12 to 25 months of age in two communities: a rural, monolingual Changana speaking community and an urban bilingual Ronga and Portuguese speaking community. We present a norming study carried out with the adaptation, as well as a validation study. The norming study revealed various predictors for reported expressive and receptive vocabulary size. These predictors include age, socioeconomic status, reported health problems, caregiving practices, and location. The validation of the CDI among a small sample in both communities shows positive correlations between the reported expressive vocabulary scores and children’s recorded word production. We conclude that the adapted CDI is useful for research purposes and could be used as a template for adaptations into other languages from similar cultures.
{"title":"Early Vocabulary Development in Rural and Urban Mozambique","authors":"P. Vogt, J. Mastin, Suzanne Aussems","doi":"10.1155/2015/189195","DOIUrl":"https://doi.org/10.1155/2015/189195","url":null,"abstract":"This paper presents an adaptation of the MacArthur-Bates Communicative Development Inventories (short version) into three languages spoken in Southern Mozambique. The tool was adapted to study vocabulary development among children of 12 to 25 months of age in two communities: a rural, monolingual Changana speaking community and an urban bilingual Ronga and Portuguese speaking community. We present a norming study carried out with the adaptation, as well as a validation study. The norming study revealed various predictors for reported expressive and receptive vocabulary size. These predictors include age, socioeconomic status, reported health problems, caregiving practices, and location. The validation of the CDI among a small sample in both communities shows positive correlations between the reported expressive vocabulary scores and children’s recorded word production. We conclude that the adapted CDI is useful for research purposes and could be used as a template for adaptations into other languages from similar cultures.","PeriodicalId":9783,"journal":{"name":"Child development research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1155/2015/189195","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64832043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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