Multimodal Skills, but Not Motor Skills, Predict Narrative and Expressive Pragmatic Skills in Children With Typical Development and Neurodevelopmental Disorders.

IF 3.9 1区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Júlia Florit-Pons,Mariia Pronina,Alfonso Igualada,Pilar Prieto,Courtenay Norbury
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Abstract

To see whether communicative-based multimodal skills (compared to non-communicative motor skills) predicted complex language skills, this study examined the predictive power of multimodal and motor skills on narrative and expressive pragmatic abilities across two groups. Participants were children with typical development (N = 88, Mage = 5.34, 48% female) and with neurodevelopmental disorders (N = 51, Mage = 5.01, 25% female) mostly of white ethnicity (86.3%). We evaluated children's multimodal accuracy, motor skills, core language skills, and narrative and pragmatic skills. Results revealed that, in all groups, both multimodal skills and core language significantly predicted narrative (R2 = 0.569) and pragmatic skills (R2 = 0.621), while motor skills did not. These findings highlight the relevance of multimodality in the assessment of children's complex language skills.
多模态技能,而不是运动技能,预测典型发育和神经发育障碍儿童的叙述和表达语用技能。
为了了解基于交际的多模态技能(与非交际的运动技能相比)是否能预测复杂的语言技能,本研究考察了两组中多模态和运动技能对叙事和表达语用能力的预测能力。参与者为典型发育儿童(N = 88, Mage = 5.34,女性占48%)和神经发育障碍儿童(N = 51, Mage = 5.01,女性占25%),主要为白人(86.3%)。我们评估了儿童的多模态准确性、运动技能、核心语言技能、叙述和语用技能。结果显示,在所有组中,多模态技能和核心语言均显著预测叙事(R2 = 0.569)和语用技能(R2 = 0.621),而运动技能无显著预测。这些发现强调了多模态在儿童复杂语言技能评估中的相关性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Child development
Child development Multiple-
CiteScore
9.20
自引率
4.30%
发文量
149
期刊介绍: As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.
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