Measuring Language Acquisition: The Influence of Individual Differences

• In Event: Poster Session 10
  In Poster Session: PS 10 Topic - Language, Communication

Abstract

Introduction:
A key component of children’s development is language growth. Past research demonstrates that individual differences in a child’s temperament influences their language acquisition (Bloom et al. 1988). To capture language development, a variety of methods can be used - ranging from simple comprehension looking tasks to verbal production tasks - each with different strengths and weaknesses (Ambridge & Rowland, 2013). The mode of presentation in each method differs in the level of sociability required between the experimenter and participant. Importantly, children also vary in their sociability, and past research suggests that less sociable (more shy) children have smaller vocabularies, while children who are more extraverted tend to express stronger language skills (Slomkowski et al 1992). In an experimental setting, shy children are less likely to identify the correct novel object (Hilton & Westermann, 2017). That is, the effectiveness of different modes of testing is likely influenced by a child’s temperament. Shy children may perform poorly on social and interactive tasks, but better on easier, less stimulating methods; conversely, extraverted children may perform equally across all tasks. Thus, the objective of this study is to examine if a child's individual temperament affects their performance on language tasks with differing modes of presentation (varying degrees of social interaction).
Methods:
20 children, ages 17-to-37 months will participate in three tasks. Each task is aimed to measure their vocabulary but varying in social elements; a production task, pointing task, and preferential looking task. In the production task, the experimenter will direct the child to verbally name objects presented on the screen (e.g. “what is this?”). In the pointing task, the child will be instructed to point at one of two objects on the screen (e.g. “Where is the shoe?”). In the preferential looking task, the child will be instructed to simply look at the correct object on the screen (e.g. “Look at the shoe!”). Tasks will be presented in a random order and will be administered via online video conferencing. Parents will also complete a temperament questionnaire for their child (ECBQ, Putnam et al 2010). IRB approval is already complete and data collection will begin in late October.
Data analysis:
Accuracy of the child will be analyzed based on their temperament and the mode of presentation. A mixed model regression with fixed effects of temperament, mode of presentation, and a random effect of participants will be used to analyze the data. The initial collection of data will be complete by February, and the analysis by March.
Implications:
Measuring the average children’s language acquisition is typical in language assessments, but individual differences are rarely considered. Understanding how temperamental differences impact language assessments is essential to formulate the best methods of dealing with the variation. As a result, researchers, speech pathologists, and educators will have a deeper understanding of each individual’s language acquisition.

Authors

• Liesl Pauline Melnick, Oklahoma State University - Stillwater
  Presenting Author

• Sarah C Kucker, Southern Methodist University
  Non-Presenting Author