Stability of core language skill across the first decade of life in children at biological and social risk
Background Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at‐risk youth or whic...
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| Veröffentlicht in: | Journal of child psychology and psychiatry 2016-12, Vol.57 (12), p.1434-1443 |
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| container_title | Journal of child psychology and psychiatry |
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| creator | Bornstein, Marc H. Hahn, Chun-Shin Putnick, Diane L. |
| description | Background
Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at‐risk youth or which biological and social risk factors moderate stability.
Methods
This four‐wave 10‐year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework.
Results
Structural equation modeling supported loadings of diverse age‐appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment.
Conclusions
Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors. |
| doi_str_mv | 10.1111/jcpp.12632 |
| format | Article |
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Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at‐risk youth or which biological and social risk factors moderate stability.
Methods
This four‐wave 10‐year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework.
Results
Structural equation modeling supported loadings of diverse age‐appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment.
Conclusions
Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors.</description><identifier>ISSN: 0021-9630</identifier><identifier>EISSN: 1469-7610</identifier><identifier>DOI: 10.1111/jcpp.12632</identifier><identifier>PMID: 27605246</identifier><language>eng</language><publisher>England: Blackwell Publishing Ltd</publisher><subject>Adolescent mothers ; Age Differences ; At risk ; At Risk Persons ; Birth order ; Child ; Child Development ; Child Development - physiology ; Child Language ; Child, Preschool ; Childbirth & labor ; Children ; Early Intervention, Educational ; Educational Attainment ; Emotions ; Ethnicity ; Family Environment ; Female ; health risk ; Health status ; Home environment ; Humans ; Infant ; Intelligence ; Interpersonal Competence ; Language ; Language acquisition ; Language development ; Language Skills ; Longitudinal Studies ; Male ; Mothers ; Nonverbal Ability ; Nonverbal intelligence ; Parent Background ; Risk ; Risk factors ; Skill development ; Skills ; social risk ; Social skills ; Structural Equation Models ; Welfare</subject><ispartof>Journal of child psychology and psychiatry, 2016-12, Vol.57 (12), p.1434-1443</ispartof><rights>Published 2016. This article is a U.S. Government work and is in the public domain in the USA.</rights><rights>Copyright © 2016 Association for Child and Adolescent Mental Health.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c5082-6c0cb6c8b5e5b6f7dfd32be5eb5de2de3ed81cf4aa6e6c937a4b50bef4a2a08f3</citedby><cites>FETCH-LOGICAL-c5082-6c0cb6c8b5e5b6f7dfd32be5eb5de2de3ed81cf4aa6e6c937a4b50bef4a2a08f3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fjcpp.12632$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fjcpp.12632$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>230,314,776,780,881,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1120448$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27605246$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Bornstein, Marc H.</creatorcontrib><creatorcontrib>Hahn, Chun-Shin</creatorcontrib><creatorcontrib>Putnick, Diane L.</creatorcontrib><title>Stability of core language skill across the first decade of life in children at biological and social risk</title><title>Journal of child psychology and psychiatry</title><addtitle>J Child Psychol Psychiatr</addtitle><description>Background
Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at‐risk youth or which biological and social risk factors moderate stability.
Methods
This four‐wave 10‐year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework.
Results
Structural equation modeling supported loadings of diverse age‐appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment.
Conclusions
Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors.</description><subject>Adolescent mothers</subject><subject>Age Differences</subject><subject>At risk</subject><subject>At Risk Persons</subject><subject>Birth order</subject><subject>Child</subject><subject>Child Development</subject><subject>Child Development - physiology</subject><subject>Child Language</subject><subject>Child, Preschool</subject><subject>Childbirth & labor</subject><subject>Children</subject><subject>Early Intervention, Educational</subject><subject>Educational Attainment</subject><subject>Emotions</subject><subject>Ethnicity</subject><subject>Family Environment</subject><subject>Female</subject><subject>health risk</subject><subject>Health status</subject><subject>Home environment</subject><subject>Humans</subject><subject>Infant</subject><subject>Intelligence</subject><subject>Interpersonal Competence</subject><subject>Language</subject><subject>Language acquisition</subject><subject>Language development</subject><subject>Language Skills</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Mothers</subject><subject>Nonverbal Ability</subject><subject>Nonverbal intelligence</subject><subject>Parent Background</subject><subject>Risk</subject><subject>Risk factors</subject><subject>Skill development</subject><subject>Skills</subject><subject>social risk</subject><subject>Social skills</subject><subject>Structural Equation Models</subject><subject>Welfare</subject><issn>0021-9630</issn><issn>1469-7610</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kUtvEzEUhUcIRNPChj3IEhuENMVvTzaVUFQCVQWVCmVpeTx3EifOONgzhfx7nE4bAQu8sXXPdx--pyheEHxK8nm3stvtKaGS0UfFhHA5LZUk-HExwZiScioZPiqOU1phjCUT1dPiiCqJBeVyUqyue1M77_odCi2yIQLyplsMZgEorZ33yNgYUkL9ElDrYupRA9Y0sMe9awG5Dtml802EDpke1S74sHDW5MyuQSlYl5_RpfWz4klrfILn9_dJ8e3D-dfZx_Lyy_zT7P1laQWuaCkttrW0VS1A1LJVTdswWoOAWjRAG2DQVMS23BgJ0k6ZMrwWuIYcoQZXLTspzsa626HeQGOh66PxehvdxsSdDsbpv5XOLfUi3GpBiJgKnAu8uS8Qw48BUq83LlnweTEQhqRJxYmacqVYRl__g67CELv8vT0lMMGZzdTbkbpbZYT2MAzBem-h3luo7yzM8Ks_xz-gD55l4OUIQHT2IJ9fEEIx51XWyaj_dB52_2mlL2ZXVw9NyzHHpR5-HXJMXGupmBL6--e55lLc8Bs119fsNzRgwaM</recordid><startdate>201612</startdate><enddate>201612</enddate><creator>Bornstein, Marc H.</creator><creator>Hahn, Chun-Shin</creator><creator>Putnick, Diane L.</creator><general>Blackwell Publishing Ltd</general><general>Wiley-Blackwell</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>7X8</scope><scope>5PM</scope></search><sort><creationdate>201612</creationdate><title>Stability of core language skill across the first decade of life in children at biological and social risk</title><author>Bornstein, Marc H. ; Hahn, Chun-Shin ; Putnick, Diane L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c5082-6c0cb6c8b5e5b6f7dfd32be5eb5de2de3ed81cf4aa6e6c937a4b50bef4a2a08f3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adolescent mothers</topic><topic>Age Differences</topic><topic>At risk</topic><topic>At Risk Persons</topic><topic>Birth order</topic><topic>Child</topic><topic>Child Development</topic><topic>Child Development - physiology</topic><topic>Child Language</topic><topic>Child, Preschool</topic><topic>Childbirth & labor</topic><topic>Children</topic><topic>Early Intervention, Educational</topic><topic>Educational Attainment</topic><topic>Emotions</topic><topic>Ethnicity</topic><topic>Family Environment</topic><topic>Female</topic><topic>health risk</topic><topic>Health status</topic><topic>Home environment</topic><topic>Humans</topic><topic>Infant</topic><topic>Intelligence</topic><topic>Interpersonal Competence</topic><topic>Language</topic><topic>Language acquisition</topic><topic>Language development</topic><topic>Language Skills</topic><topic>Longitudinal Studies</topic><topic>Male</topic><topic>Mothers</topic><topic>Nonverbal Ability</topic><topic>Nonverbal intelligence</topic><topic>Parent Background</topic><topic>Risk</topic><topic>Risk factors</topic><topic>Skill development</topic><topic>Skills</topic><topic>social risk</topic><topic>Social skills</topic><topic>Structural Equation Models</topic><topic>Welfare</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Bornstein, Marc H.</creatorcontrib><creatorcontrib>Hahn, Chun-Shin</creatorcontrib><creatorcontrib>Putnick, Diane L.</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><jtitle>Journal of child psychology and psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Bornstein, Marc H.</au><au>Hahn, Chun-Shin</au><au>Putnick, Diane L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1120448</ericid><atitle>Stability of core language skill across the first decade of life in children at biological and social risk</atitle><jtitle>Journal of child psychology and psychiatry</jtitle><addtitle>J Child Psychol Psychiatr</addtitle><date>2016-12</date><risdate>2016</risdate><volume>57</volume><issue>12</issue><spage>1434</spage><epage>1443</epage><pages>1434-1443</pages><issn>0021-9630</issn><eissn>1469-7610</eissn><abstract>Background
Command of language is a fundamental skill, a cornerstone of multiple cognitive and socioemotional aspects of development, and a necessary ingredient of successful adjustment and functioning in society. Little is known about the developmental stability of language in at‐risk youth or which biological and social risk factors moderate stability.
Methods
This four‐wave 10‐year prospective longitudinal study evaluated stability of core language skill in 1,780 children in varying categories of biological and social risk in a multiage, multidomain, multimeasure, and multireporter framework.
Results
Structural equation modeling supported loadings of diverse age‐appropriate measures of child language on single latent variables of core language skill at 15 and 25 months and 5 and 11 years, respectively. Core language skill was stable over the first decade of life; significant and comparable stability coefficients were obtained for children with diverse biological and social risks, including poor health, welfare status, teen motherhood, ethnicity, gender, birth order, and families that changed in income and maternal education over the study period; stability in language was strong even accounting for child nonverbal intelligence and social competence, maternal education and language, and the family home environment.
Conclusions
Core language skill varies in stability with age but is robustly stable in children regardless of multiple biological and social risk factors.</abstract><cop>England</cop><pub>Blackwell Publishing Ltd</pub><pmid>27605246</pmid><doi>10.1111/jcpp.12632</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
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| identifier | ISSN: 0021-9630 |
| ispartof | Journal of child psychology and psychiatry, 2016-12, Vol.57 (12), p.1434-1443 |
| issn | 0021-9630 1469-7610 |
| language | eng |
| recordid | cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_5115950 |
| source | Applied Social Sciences Index & Abstracts (ASSIA); MEDLINE; Wiley Online Library |
| subjects | Adolescent mothers Age Differences At risk At Risk Persons Birth order Child Child Development Child Development - physiology Child Language Child, Preschool Childbirth & labor Children Early Intervention, Educational Educational Attainment Emotions Ethnicity Family Environment Female health risk Health status Home environment Humans Infant Intelligence Interpersonal Competence Language Language acquisition Language development Language Skills Longitudinal Studies Male Mothers Nonverbal Ability Nonverbal intelligence Parent Background Risk Risk factors Skill development Skills social risk Social skills Structural Equation Models Welfare |
| title | Stability of core language skill across the first decade of life in children at biological and social risk |
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