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Prosodic features of maternal input to children with sex chromosome trisomies 性染色体三体患儿母体输入的韵律特征

IF 1.9 2区文学

First Language Pub Date : 2022-06-04 DOI: 10.1177/01427237221098553

Alessandra Provera, Paola Zanchi, Gaia Silibello, Francesca Dall’Ara, Claudia Rigamonti, Federico Monti, Paola Francesca Ajmone, Faustina Lalatta, Maria Antonella Costantino, Paola Giovanna Vizziello, Laura Zampini

{"title":"Prosodic features of maternal input to children with sex chromosome trisomies","authors":"Alessandra Provera, Paola Zanchi, Gaia Silibello, Francesca Dall’Ara, Claudia Rigamonti, Federico Monti, Paola Francesca Ajmone, Faustina Lalatta, Maria Antonella Costantino, Paola Giovanna Vizziello, Laura Zampini","doi":"10.1177/01427237221098553","DOIUrl":"https://doi.org/10.1177/01427237221098553","url":null,"abstract":"The neuropsychological profile associated with sex chromosome trisomies (SCT) is frequently characterised by delays or deficits in linguistic development. Although maternal input could have an important role in influencing and shaping the linguistic development of children with SCT, there is a lack of studies in the literature that have investigated its prosodic characteristics. The study aims to analyse the prosodic features of the maternal input addressed to a group of 8-month-old children with SCT and a group of typically developing (TD) peers. Nineteen mother–child dyads with children with SCT and 19 mother–child dyads with TD children participated in the study. Maternal utterances were collected during video-recorded play sessions, and for each dyad, 50 maternal utterances were selected and analysed using the software Praat. The results showed that the maternal input produced by the mothers in the SCT group was characterised by a significantly lower pitch, less marked and modulated melodic contours, and a shorter final syllable duration than the input addressed to TD children. The prosodic features found in the maternal input addressed to children with SCT were not those expected in the maternal input addressed to children at this developmental stage and could create a non-optimal linguistic environment.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"22 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138540513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A longitudinal study of Estonian mothers’ self-reported language teaching practices and children’s language skills 爱沙尼亚母亲自我报告的语言教学实践和儿童语言技能的纵向研究

IF 1.9 2区文学

First Language Pub Date : 2022-06-04 DOI: 10.1177/01427237221098551

T. Tulviste, Anne Tamm

{"title":"A longitudinal study of Estonian mothers’ self-reported language teaching practices and children’s language skills","authors":"T. Tulviste, Anne Tamm","doi":"10.1177/01427237221098551","DOIUrl":"https://doi.org/10.1177/01427237221098551","url":null,"abstract":"This study explored associations between mothers’ language teaching practices and children’s language skills concurrently and longitudinally, while also taking into account the children’s sex and mothers’ education. Estonian mothers of 76 children reported their language teaching practices at child ages 3;0 and 4;0. Children’s language comprehension and production were measured via the examiner-administered New Reynell Developmental Language Scales (NRDLS). The results indicated that at Wave 1, girls scored higher on language comprehension and production than boys. Mothers’ higher education predicted higher scores on language production. Maternal corrective feedback was a negative predictor of children’s concurrent language comprehension. At Wave 2, neither maternal teaching practices, maternal education nor child’s sex predicted the language measures of interest. The longitudinal results showed that later language production scores were negatively predicted by mothers’ corrective feedback. Yet, the strongest predictors of both language scores were the scores of language comprehension and production measured 1 year earlier. Moreover, maternal language teaching practices at Wave 2 were predicted by mothers’ early language teaching practices, but not by children’s earlier language skills.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"599 - 612"},"PeriodicalIF":1.9,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41647801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Language diversity and bilingual first language acquisition: A commentary on Kidd and Garcia (2022) 语言多样性与双语第一语言习得:基德和加西亚(2022)述评

IF 1.9 2区文学

First Language Pub Date : 2022-06-04 DOI: 10.1177/01427237221097581

Virginia Yip, S. Matthews

引用次数: 3

Learning from Mayan Tzotzil: A commentary on Kidd and Garcia (2022) 向玛雅·佐齐尔学习:基德和加西亚评注(2022)

IF 1.9 2区文学

First Language Pub Date : 2022-06-03 DOI: 10.1177/01427237221094438

Lourdes de León

引用次数: 1

Considerations when using rating scales to support teacher professional development: A commentary on Weadman, Serry and Snow (2022) 使用评分量表支持教师专业发展时的考虑因素:对Weadman, Serry and Snow(2022)的评论

IF 1.9 2区文学

First Language Pub Date : 2022-05-24 DOI: 10.1177/01427237221096512

Sandra J. Mathers

引用次数: 2

Community-set goals are needed to increase diversity in language acquisition research: A commentary on Kidd and Garcia (2022) 社区设定的目标需要增加语言习得研究的多样性:对基德和加西亚(2022)的评论

IF 1.9 2区文学

First Language Pub Date : 2022-05-18 DOI: 10.1177/01427237221096087

N. Havron, Camila Scaff, Kasia Hitczenko, Alejandrina Cristià

引用次数: 2

Individual differences in the effectiveness of a narrative-promoting intervention: Relation with executive function skills 叙述促进干预效果的个体差异:与执行功能技能的关系

IF 1.9 2区文学

First Language Pub Date : 2022-05-18 DOI: 10.1177/01427237221092661

E. Veneziano, Eleonora Bartoli

{"title":"Individual differences in the effectiveness of a narrative-promoting intervention: Relation with executive function skills","authors":"E. Veneziano, Eleonora Bartoli","doi":"10.1177/01427237221092661","DOIUrl":"https://doi.org/10.1177/01427237221092661","url":null,"abstract":"This work is based on previous studies showing that a short conversational intervention (SCI) focusing on the causes of the story events is effective in promoting the causal and mental content of children’s narratives. In these studies, however, not all the children improved their narratives after the SCI). The present study examined individual differences in the effectiveness of the SCI and investigated whether they were related to variation in the children’s executive function skills such as cognitive inhibition and flexibility. Eighty 6- to 8-year-old French-speaking children participated in the narrative task and executive function tasks. In the narrative task, they first told a story (NAR1) based on the Stone Story made up of five wordless pictures involving a misunderstanding between two characters; each child then participated in the SCI, and finally narrated the story a second time (NAR2). Then, the children were presented with executive function tasks. Cognitive inhibition was assessed by the Animal Stroop test, and cognitive flexibility was assessed by a three-criterion classification task and a local/global figure-matching task. Group results showed that the children expressed the misunderstanding between the characters in mental terms significantly more in their second than in their first narratives. Results also showed individual variation in the post-SCI improvements and indicated a significant positive relation between large improvements in the children’s post-SCI narrative and their inhibitory control skills. No significant relations were found in this study between large improvements and the two cognitive flexibility measures. These results suggest that narrative-promoting interventions should closely consider individual differences in the effectiveness of their procedures and envisage working not only on promoting narrative content but also on the skills needed to benefit from the interventions.","PeriodicalId":47254,"journal":{"name":"First Language","volume":"42 1","pages":"523 - 547"},"PeriodicalIF":1.9,"publicationDate":"2022-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42333280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Talk the talk and walk the walk: Diversity and culture impact all of development – A commentary on Kidd and Garcia (2022) 畅所欲言：多样性和文化影响所有发展——基德和加西亚评论（2022）

IF 1.9 2区文学

First Language Pub Date : 2022-05-18 DOI: 10.1177/01427237221096508

Lana B. Karasik, Yana Kuchirko

引用次数: 2

Capturing what remains: A commentary on Kidd and Garcia (2022) 捕捉残余：基德和加西亚的评论（2022）

IF 1.9 2区文学

First Language Pub Date : 2022-05-13 DOI: 10.1177/01427237221096085

D. Slobin

引用次数: 1

We need a comparative approach to language acquisition: A commentary on Kidd and Garcia (2022) 我们需要一种语言习得的比较方法：Kidd和Garcia（2022）评论