Work

Role of early cognition/language in later language ability during childhood – A longitudinal comparison study

Year: 2024

Type: article

Abstract: Background: Many factors may influence early language development, but the precise impact of cognitive development remains unclear. Aims: This study aims to explore how cognitive development contributes to language ability and to compare the explanatory value of early cognitive and language ability at 2;0 (years;months) on the language ability at 3;6 and at 5;0. Methods: Sixty-one typically developing children were followed up. At 2;0, cognitive development was measured using the Bayley Scales of Infant and Toddler Development III, and language ability was measured using the Reynell Developmental Language Scales III. At 3;6 and 5;0, language ability was measured using the Boston Naming Test, the Finnish Test of Phonology, and the Finnish Morphology Test. Results: Cognitive development at 2;0 correlated significantly with language ability at 3;6 ( r = 0.15–0.35, p = .01–0.24) but not at 5;0 ( r = 0.12–0.25, p = .05–0.36). The associations between early and later language ability were clear at both age points ( r = 0.41–0.69, p < .00). Explanatory value of cognitive development at 2;0 was 7–11 % ( p = .02–0.07), while the respective values for later general language ability were 40–45 % ( p < .00). Conclusions: This longitudinal study provides novel comparison information on the role of early cognitive and language development in later language ability. Results suggest that language development is strongly based on early language ability during childhood, whereas the role of cognitive development seems less straightforward. • The roles of early cognition and language in later language ability were compared • Cognitive and language development at 2;0 correlated with language ability at 3;6 • Cognitive development explained 7–11 % of the variation in later language ability • Early language ability explained 40–45 % of the variation in later language ability • Language ability is more reliant on early language than on cognition

Source: Early Human Development

DOI: 10.1016/j.earlhumdev.2024.106187

Authors: Susanna Surakka, Suvi Vehkavuori, Katri Saaristo-Helin, Petriina Munck, Suvi Stolt

Institution: University of Helsinki

Language: English

Topic: Language Development and Disorders

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: hybrid

Estimated APC paid: $3,730

Funders: Helsingin Yliopisto, Päivikki ja Sakari Sohlbergin Säätiö, Jenny ja Antti Wihurin Rahasto