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PubMed2004

[Individual and family factors influencing vocabulary development in toddlers].

OBJECTIVE: Many researchers have conducted studies on child language development and relevant risk factors, but most of these studies were about English-speaking children and few of them were on Chinese-speaking children, and less reports of studies on language development of infants or toddlers are available as compared to those on children above 3 years of age. The objective of this study was to assess the level of vocabulary development of healthy toddlers in urban Beijing and to investigate toddlers' physical and psychological development and socioeconomic status of toddlers' family so as to identify factors related to toddlers' language development and provide basis for instructing parents child-rearing. METHOD: This is a quantitative cross-sectional study. Using Chinese Communicative Development Inventory mandarin version, (CCDI) and related background questionnaire, a survey was conducted among the parents or care givers of 1056 healthy toddlers (16 approximately 30 months), randomly stratified and selected from two areas of four urban districts in Beijing. The children who were born prematurely, who had low birth weight, or who were deaf, dumb or with disability, were excluded from this study. The mothers who were deaf, dumb or having disability were not included in this study, either. Rank sum test was used to compare the vocabulary scores between boys and girls at the same age. Single and multiple factors analysis were used to find related factors. RESULTS: By 16 months of age, boys could speak about 22 words and girls 84 words on the CCDI. By 29 - 30 months of age, boys could speak about 725 words and girls 752 words on the CCDI. The level of vocabulary development of healthy toddlers in urban Beijing was higher than that reported in previous studies of English-speaking children. Girls had higher vocabulary scores than boys in a few different age groups. Single factor analysis showed that the ages of father and mother, income of father, the language used by care-givers and GDP of the families were factors related to families of toddlers and the age, gender, height, weight and the age at which the toddlers began to speak were factors related to individuals. Multiple factors analysis showed that higher education level of mothers, younger father, earlier beginning of children to speak, toddlers' amiable disposition and emotion, girls, toddlers' age and height positively correlated with toddlers' vocabulary score. CONCLUSION: The level of vocabulary development of healthy toddlers in urban Beijing is on the high side. Certain individual and familial factors may influence toddlers' language development. It is suggested that health workers should pay attention to the toddlers' language development. The toddlers' parents and caregivers should be taught how to interact with and talk to their children and how to promote children to develop healthy disposition and emotion.

Child Development↗
PubMed1997

Partitioning a vocabulary's IS-A hierarchy into trees.

Controlled medical vocabularies are useful in application areas such as medical information-systems and decision-support. However, such vocabularies are large and complex, and working with them can be daunting. It is important to provide a means for orienting users to the vocabulary's contents. This paper introduces a methodology for partitioning a vocabulary into small, meaningful pieces. The partitioning is done with respect to the vocabulary's IS-A hierarchy. The methodology, based on a set of rules for refining the IS-A hierarchy, is a process carried out by a user in conjunction with the computer. The methodology is demonstrated on a complex portion of a vocabulary.

Classification↗
PubMed1984

PPVT IQ validity in adults: a measure of vocabulary, not of intelligence.

Used partial correlation and multiple regression procedures to test the hypothesis that the PPVT IQ assesses more than vocabulary in adults. Ss were 84 inpatients from psychiatry and neurology wards. The relationships between the PPVT IQ and other measures of vocabulary, intelligence, memory, visual-motor speed and education were examined in the statistical analyses. Although these variables have significant simple correlations with the PPVT IQ, the multivariate analyses show that the Vocabulary Subtest of the WAIS-R is the only important variable. No other variable or variable combinations are able to account for further PPVT IQ variance after the effect of the Vocabulary Subtest is removed. The results support the use of the PPVT as a test of adult vocabulary, but not adult intelligence, and suggest that the PPVT may be useful as part of language assessment in patients with expressive language disorders.

Adult↗
PubMedDate not supplied

The influence of vocabulary age and spatial dimension on rapid picture naming in children with reading disorders.

The present study measured naming reaction times of normal and reading disordered (RD) children to a series of centrally presented picture stimuli of varying vocabulary age and spatial dimension. Results of the ANOVA on reaction times indicated significant interactions of Group x Dimension and Group x Vocabulary. Post hoc tests on the former interaction suggested that the feature of dimension differentially affected naming reaction times for the two groups. The control group produced faster naming reaction times to the three-dimensional pictures, while the reading disordered group was faster in naming two-dimensional stimuli. In the later interaction, the normal readers produced faster reaction times to the lower-level vocabulary. Although the same pattern of response was obtained for the reading disordered children, they were found to evidence a generalized slowing in their responses with a greater temporal difference occurring between the two levels of vocabulary. These findings suggest that children with reading disorders exhibit deficits in rapid lexical access of later acquired and more complex vocabulary.(1). As a result of this activity, the participant will be able to identify critical stimulus features of pictorial stimuli that effect rapid retrieval abilities. (2). As a result of this activity, the participant will be able to explain the individual subsystems and interactions of processes (Cascade Model) that characterize picture naming. (3). As a result of this activity, the participant will be able to differentiate between patterns of lexical access as a function of critical stimulus features, for children with reading disorders and normal reading abilities.

Age Factors↗
PubMed2001

Vocabulary acquisition rate after pediatric cochlear implantation and the impact of age at implantation.

OBJECTIVE: studies of early vocabulary development after pediatric cochlear implantation show growth rates that approach normality. Do these growth rates continue to rise over time and, therefore, allow a 'catch up' with ideal scores for age, or do they decline after an initial peak. Could age at implantation be a decisive factor in that process? DESIGN: retrospective study (mean follow-up 4 years). PATIENTS: pre-lingually deaf children implanted between 1988 and1999, who serially performed Peabody Picture Vocabulary Test-Revised (PPVT), (37 patients) and Expressive One-word Picture Vocabulary Test-Revised (EOWPVT), (35 patients). OUTCOME MEASURES: the mean rates of age equivalent scores were determined for the whole follow-up period and analyzed further for two post-implant periods (the two halves of follow-up duration of individual patients). After sub-grouping by age at implantation (younger or older than 5 years old), the same analysis was executed for each subgroup. RESULTS: the mean EOWPVT rate of the earlier period was higher than that of the later period (1.33 vs. 0.67, P<0.01) and the mean PPVT rate of the earlier period was higher than that of the later period (0.72 vs. 0.5). The latter difference was not statistically significant (P>0.05). Within subgroups by age at implantation, the PPVT mean rates were stable for younger implanted patients (0.56 for both periods) and dropped for the older implanted sub-group (0.87-0.43, P>0.05). The EOWPVT mean rates declined significantly for the older patients group (1.72-0.55, P<0.01) but insignificantly for the younger patients (0.99-0.77, P>0.05). CONCLUSIONS: vocabulary acquisition rates decline in the post-implantation period. This is more pronounced with older implanted children and the EOWPVT rates. This information on the time course development of vocabulary after implantation would be valuable in counseling and planning habilitation in addition to candidate selection.

Age Factors↗
PubMed2004

Vocabulary competence in first- and secondborn siblings of the same chronological age.

We explored vocabulary competence in 55 firstborn and secondborn sibling pairs when each child reached 1;8 using multiple measures of maternal report, child speech, and experimenter assessment. Measures from each of the three sources were interrelated. Firstborns' vocabulary competence exceeded secondborns' only in maternal reports, not in child speech or in experimenter assessments. Firstborn girls outperformed boys on all vocabulary competence measures, and secondborn girls outperformed boys on most measures. Vocabulary competence was independent of the gender composition and, generally, of the age difference in sibling pairs. Vocabulary competence in firstborns and secondborns was only weakly related.

Birth Order↗
PubMed1999

Comparing productive vocabulary measures from the CDI and a systematic diary study.

Expressive vocabulary data gathered during a systematic diary study of one male child's early language development are compared to data that would have resulted from longitudinal administration of the MacArthur Communicative Development Inventories spoken vocabulary checklist (CDI). Comparisons are made for (1) the number of words at monthly intervals (9; 10.15 to 2; 0.15), (2) proportion of words by lexical class (i.e. noun, predicate, closed class, 'other'), (3) growth curves. The CDI underestimates the number of words in the diary study, with the underestimation increasing as vocabulary size increases. The proportion of diary study words appearing on the CDI differed as a function of lexical class. Finally, despite the differences in vocabulary size, logistic curves proved to be the best fitting model to characterize vocabulary development as measured by both the diary study and the CDI. Implications for the longitudinal use of the CDI are discussed.

Child Language↗
PubMed2002

Statistical regularities in vocabulary guide language acquisition in connectionist models and 15-20-month-olds.

This research tested the hypothesis that young children's bias to generalize names for solid objects by shape is the product of statistical regularities among nouns in the early productive vocabulary. Data from a 4-layer Hopfield network suggested that the statistical regularities in the early noun vocabulary are strong enough to create a shape bias, and that the shape bias is overgeneralized to nonsolid stimuli. A 2nd simulation suggested that this overgeneralization is due to the dominance of names for shape-based categories in the early noun vocabulary. Two subsequent longitudinal experiments tested whether it is possible to create word learning biases in children. Children 15-20 months old were given intensive naming experiences with 12 noun categories typical of the types of categories children learn to name early. The children developed a precocious shape bias that was overgeneralized to naming nonsolid substances; they also showed accelerated vocabulary development. Children taught an atypical set of nouns or no new nouns did not develop a shape bias and did not show accelerated vocabulary development.

Female↗
PubMed1990

Extended communication samples of augmented communicators. I: A comparison of individualized versus standard single-word vocabularies.

Vocabulary selection for linguistically intact augmented communicators is a growing clinical concern. The purpose of this study was to compare and contrast the relative benefits of word lists that were individualized for these augmented subjects to word lists selected from standard vocabulary sources. Communication samples were collected for 14 consecutive days from 10 subjects who used augmentative and alternative communication (AAC) devices. These samples were analyzed to determine the frequency of single word occurrence, and the results were compared with those obtained from analysis of standard vocabulary lists. The conclusions of the study were (a) that when vocabulary lists are individually created, based on the frequency of word occurrence in natural communication samples, relatively short lists can represent a large proportion of the total communication sample; (b) that individualized word lists are more efficient than standard vocabulary lists, if efficiency is defined as a large proportion of the total sample represented by a small list; and (c) that if used in their entirety, standard lists are not efficient because they contain a large number of words that are rarely used.

Adolescent↗
PubMed1995

Validity of parent report measures of vocabulary development for children with Down syndrome.

This study investigated the validity of a parent report measure of vocabulary development, the MacArthur Communicative Development Inventory: Words and Sentences (CDI), in children with and without developmental disabilities. Concurrent validity was examined by comparing results from the CDI and laboratory measures of vocabulary in 44 children with Down syndrome and 46 typically developing children with mental ages from 12 to 27 months. Significant correlations between .70 and .82 were obtained. Predictive validity was examined by measuring the vocabulary of 20 children with Down syndrome and 23 typically developing children first at approximately 20 months mental age and later at a mental age of approximately 28 months. Significant correlations were obtained between the CDI at Time A and all but one of the vocabulary measures at Time B (r = .46 to .66). These results establish the validity of parent measures of vocabulary development for children with Down syndrome and confirm their validity for typically developing children.

Child↗
PubMed1996

Interactive focused stimulation for toddlers with expressive vocabulary delays.

This study explores the effects of training parents to administer focused stimulation intervention to teach specific target words to their toddlers with expressive vocabulary delays. Twenty-five mothers and their late-talking toddlers were randomly assigned to treatment and delayed-treatment (control) groups. Vocabulary targets were individually selected for each toddler based on the child's phonetic repertoire and parent report of vocabulary development. Following treatment, mothers' language input was slower, less complex, and more focused than mothers in the control group. Concomitantly, their children used more target words in naturalistic probes, used more words in free-play interaction, and were reported to have larger vocabularies overall as measured by parent report. In addition, the treatment had an effect on language development-children in the experimental group used more multiword combinations and early morphemes than children in the control group. The implications of these results are discussed with regard to the role of focused stimulation intervention for children with expressive vocabulary delays.

Humans↗
PubMed1999

The relationship between prelinguistic vocalization and later expressive vocabulary in young children with developmental delay.

This study tested the relationship between prelinguistic vocalization and expressive vocabulary 1 year later in young children with mild to moderate developmental delays. Three vocalization variables were tested: rate of all vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively. The 58 toddlers in the study were 17-34 months old, not sensory impaired, and had Bayley Mental Development Indices (Bayley, 1969; Bayley, 1993) from 35-85. In addition, the children had fewer than 3 words in their expressive vocabularies and during classroom observation each showed at least one instance of intentional prelinguistic communication before testing. Selected sections of the Communication and Symbolic Behavior Scales procedures (CSBS; Wetherby & Prizant, 1993) were administered at the beginning and at the end of the study. The vocal measures were obtained in the initial CSBS session. One measure of expressive vocabulary was obtained in the CSBS session at the end of the study. In addition, expressive vocabulary was measured in a nonstructured play session at the end of the study. We predicted that rate of vocalization, rate of vocalizations with consonants, and rate of vocalizations used interactively would all be positively related to later expressive vocabulary. The results confirmed the predictions.

Age Factors↗
PubMed2000

Validity of a parent-report measure of vocabulary and grammar for Spanish-speaking toddlers.

The validity of the Fundación MacArthur Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC:PE) was examined with twenty 20- and nineteen 28-month-old, typically developing, monolingual, Spanish-speaking children living in Mexico. One measure of vocabulary (number of words) and two measures of grammar (mean of the three longest utterances and grammatical complexity score) from the IDHC:PE were compared to behavioral measures of vocabulary (number of different words from a language sample and number of objects named in a confrontation naming task) and one behavioral measure of grammar (mean length of utterance from a language sample). Only vocabulary measures were assessed in the 20-month-olds because of floor effects on the grammar measures. Results indicated validity for assessing expressive vocabulary in 20-month-olds and expressive vocabulary and grammar in 28-month-olds.

Child Language↗
PubMed1981

The elderly and informed consent: effects of vocabulary level and corrected feedback.

Eighty-seven elderly adults (57-87 years of age) divided into four WAIS vocabulary subgroups (less than 40, 40-49, 50-59, greater than or equal to 60) participated in a study of comprehension and memory of an informed consent procedure. Ss in Group I read the consent form and, with the information sheet still present, answered multiple choice questions covering the main points of information. Feedback and corrected answers were then provided. Ss in Group II read the consent form but did not receive the comprehension test or feedback. All Ss were tested for memory of the information 2-3 weeks later. Results indicated that losses in performance increased with decreasing levels of vocabulary. Losses associated with low vocabulary levels appeared to be comprehension-related and did not increase in later tests of memory. The use of corrected feedback provided a significant general improvement at all vocabulary levels but did not reduce the effects due to vocabulary levels.

Age Factors↗
PubMed2006

Computer vocabulary training in kindergarten children with special needs.

The aim of the present study was to determine whether vocabulary training on a computer can enhance vocabulary learning of young children with special needs and whether the task-on-behaviour of these children differed when story reading was carried out by the teacher or by the computer. An experimental group (n=9) listened to a story read to them by the computer and played additional computer vocabulary games during three 20-min sessions. The control group (n=9) had the same story read to them by a teacher and then followed the normal school curriculum. The results showed that children with special needs were equally able to keep their attention on the story when it was read to them by the computer as when it was read to them by the teacher. For vocabulary growth, the intervention showed positive effects. The children from the experimental group learned more experimental words between the pre-test and retention test than the children in the control group. The study shows that a group of kindergarten children with special needs can enhance their vocabulary by working with a computer program without human intervention.

Child↗
PubMedDate not supplied

Development of the Logical Observation Identifier Names and Codes (LOINC) vocabulary.

The LOINC (Logical Observation Identifier Names and Codes) vocabulary is a set of more than 10,000 names and codes developed for use as observation identifiers in standardized messages exchanged between clinical computer systems. The goal of the study was to create universal names and codes for clinical observations that could be used by all clinical information systems. The LOINC names are structured to facilitate rapid matching, either automated or manual, between local vocabularies and the universal LOINC codes. If LOINC codes are used in clinical messages, each system participating in data exchange needs to match its local vocabulary to the standard vocabulary only once. This will reduce both the time and cost of implementing standardized interfaces. The history of the development of the LOINC vocabulary and the methodology used in its creation are described.

Classification↗
PubMed2005

Relationship between intelligence and vocabulary.

This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.

Adolescent↗
PubMed2001

Evaluating a programme to enhance vocabulary development in pre-schoolers.

This study was set up to investigate vocabulary development in a population of urban Indian socio-economically impoverished pre-schoolers. Since research has shown that a correlation exists with vocabulary and reading skills, hence better vocabulary would be indicative of fewer reading related problems. The introduction of an oracy programme in a nursery was evaluated and the results compared with those from a similar nursery not exposed to the programme. There was a significant difference in the growth of receptive vocabulary for the experimental group relative to the comparison group but no improvement in the expressive lexicon of either group. Results shed light on vocabulary development and its implications on later literacy progress, as well as changes to nursery practice in India.

Analysis of Variance↗