Laura D'Odorico

Nouns and verbs in the vocabulary acquisition of Italian children

The vocabulary development of 24 Italian children aged between 1;4 and 1;6 at the beginning of the study was longitudinally monitored on a monthly basis using the Italian version of the MacArthur Communicative Development Inventory drawn up by their mothers. This study analyzes data from children for whom two sampling stages were available; the first corresponding to a vocabulary size as close as possible to 200 words (mean 217, range 167-281), the second to a vocabulary size ranging from 400 to 650 words (mean 518, range 416-648). The childrens vocabulary composition was analyzed by calculating, for each sampling stage, the percentage of common nouns, verbs and closed-class words. The increase in percentage points of the various lexical items between the first and second sampling stages was also analyzed. Data confirmed the predominance of nouns over verbs and closed-class words at both sampling stages, while verbs and closed-class words showed a higher percentage increase than nouns. The results provide evidence that children who reached the first sampling point at an earlier age had a higher percentage of nouns than children who reached the same stage at an older age. However, in the passage from the first to the second sampling point no relationship emerged between a style of acquisition based on the acquisition of nouns and an increase in the rate of vocabulary growth.

Babbling and first words in children with slow expressive development

This study examined early vocal production to assess whether it is possible to identify predictors of vocabulary development prior to the age point at which lexical delay is usually identified. Characteristics of babbling and first words in 12 Italian children with slow expressive development (late talkers; LT) were compared with those of 12 typically developing (TD) peers. Syllable structure and phonetic characteristics of babbling and first words produced by both groups of children at 20 months were analysed during mother‐child play sessions. Results indicated that phonetic complexity and number of consonantal types were lower in the LT group. The two groups also differed in their use of sound classes and their syllable structure. Overall, it can be said that LTs development is similar to (but slower than) TDs, as opposed to having an atypical pattern of phonological development.

Lexical and syntactic development in Italian children with Down's syndrome.

BACKGROUND Although children with Downs syndrome show some delays in each area of language development, their morphosyntactic competence appears to be more severely compromised than their lexical skills and, therefore, they are frequently mentioned as an example of dissociation between grammar and lexicon. AIMS The principal aim of the present study was to compare the lexical and syntactic development of Italian children with Downs syndrome with that of typically developing children, considering their spontaneous production. Particular attention was given to the relationships between these linguistic areas and the transition from single-word utterances to multiword combinations (that is, transitional forms). METHODS & PROCEDURES Twenty-four children participated in the study: twelve with Downs syndrome and twelve typically developing children. On average, the children with Downs syndrome participating in the study had a vocabulary size of about 450 words; and their mean chronological age was 54 months, whereas their mean developmental age was 30 months. The criteria for inclusion in the typically developing children group were a mean vocabulary size similar to that of the participants with Downs syndrome and a mean chronological age equivalent to the mean developmental age of the children with Downs syndrome. Each childs spontaneous verbal production was assessed during a parent-child play session. Data analyses focused on both lexical variables (type and tokens, vocabulary composition) and syntactic variables (frequency and types of transitional forms, frequency of utterances with different degree of complexity, and argument structure of verbs). OUTCOMES & RESULTS The vocabulary composition of the children with Downs syndrome appeared to be simpler than that of the typically developing children at the same lexical size. Children with Downs syndrome used a higher number of transitional forms, but their production of multi-word utterances was less frequent; they were able to use word combinations, but they produced a low number of morphologically complete sentences. In addition, a significant relationship emerged between the development of the lexicon and the production of multi-word utterances. CONCLUSIONS & IMPLICATIONS Children with Downs syndrome seem to have greater difficulties in expressing sentences in a grammatically correct form, though they are able to combine words. The theoretical relevance of the study lies in the fact that individuating a significant relationship between lexical and syntactic skills supports the hypothesis of interdependence between these two language domains; the practical relevance of the results lies in the fact that intervening on lexical abilities could have a beneficial effect on syntactic skills.

Qualitative aspects of productive vocabulary at the 200-and 500-word stages: A comparison between spontaneous speech and parental report data

This paper compares the proportions of different word classes present in 30 Italian children at two specific stages of vocabulary development (200 and 500 words). The Italian version of the MacArthur Communicative Development Inventory and spontaneous speech samples produced during an observation session were both used to examine the extent to which these children produce quantitatively different vocabulary compositions. Both methods revealed a greater presence of nouns than other word classes in the sample studied, although significant differences were found in the noun/other word class proportions.

A comparison of characteristics of early communication exchanges in mother-preterm and mother-full-term infant dyads:

Communication in 32 mother-infant dyads (18 mother-preterm infants and 14 mother-full-term infants) was observed during semi-structured play sessions when the children were 6 months of age. Maternal speech directed to the child was assessed in terms of complexity, verbal productivity and function of the utterances. This study also analysed turn-taking interaction structure and the childrens prelinguistic development. The results show differences between the interactive patterns of term and preterm mother-infant dyads. In particular, mother-preterm infant conversations were characterized by high maternal responsiveness and lack of activity on the part of the infant.

Characteristics of Phonological Development as a Risk Factor for Language Development in Italian-Speaking Pre-Term Children: A Longitudinal Study.

This study analysed the early linguistic development of Italian pre-term children. Samples of spontaneous pre-linguistic and verbal production were recorded at 12 and 18 months of age from two groups of children: 24 pre-term children and 15 full-term children. The Italian version of the MacArthur-Bates Questionnaire was administered at 24 months of age. Comparisons between these two groups reveal differences in many aspects of phonetic and phonological development, such as consonantal inventory at 12 and 18 months of age and syllabic babbling complexity at 18 months of age. Results evidenced that birth weight was related with phonological skills exhibited at 18 months of age, and these skills in turn are related with vocabulary size at 24 months of age. Data are discussed within a theoretical framework that hypothesizes that early phonetic abilities have long-lasting effects on the process of language acquisition.

Prosodic Characteristics of Early Multi-Word Utterances in Italian Children:

The capacity to relate two or more words into single intonational contours is an important phenomenon in the transition to early multi-word utterances, but there are few systematic investigations of the related acoustic properties. This study analysed the prosodic characteristics of early multi-word utterances produced by a sample of Italian children with the aim of verifying which prosodic models are detectable in early word combinations. The study focuses on the occurrence of the final syllable lengthening phenomenon. The 32 participants were 13-14 months old at the start of the study. Vocabulary development was assessed monthly up to approximately 200 words. Results show that the capacity to link two or more words in a single intonational contour is not fully developed during the production of the first multi-word utterances, and that final syllable lengthening, even if developed independently, is partially influenced by the development of intonational models.

The influence of biological, social, and developmental factors on language acquisition in pre- term born children.

The objective of this study is to evaluate language outcome in pre-term children, considering multiple factors. The hypothesis is that early communicative capacity (pre-verbal communicative utterances) is affected mainly by biological (prematurity, birth weight, and gender) and social factors (maternal education), while more advanced linguistic abilities (i.e., combinatorial and syntactic abilities) are mostly influenced by previously acquired communicative abilities. Eighteen monolingual Italian pre-term children (birth weight between 750 and 1600 grams, gestational age <37 weeks; 13 males and five females) were compared with a control group of 18 age-matched full-term children (8 males, 10 females). The longitudinal design comprised motor and cognitive assessment at 14 and 36 months, and communicative evaluation by direct observation at 14, 24, 30, and 36 months, and by indirect observation at 24 and 30 months. The main results evidenced were delayed development in pre-term compared to full-term children, particularly after 24 months of age; intra-individual differences in the pre-term group; and a strong effect of prematurity on communicative ability at 14 and 24 months; however, more advanced communicative developmental stages were influenced both by prematurity and by previously acquired linguistic skills.

Vocabulary development in children with Down syndrome: Longitudinal and cross-sectional data

Abstract Background Research findings on vocabulary development1 in children with Down syndrome are inconsistent. This study aimed to analyse the developmental trend of vocabulary growth in children with Down syndrome and the relationships between vocabulary and chronological and developmental age. Method Childrens vocabulary size was assessed by a parental report (the Italian version of the MacArthur–Bates Communicative Development Inventories [CDI]). A longitudinal study, involving 18 children with Down syndrome, and a cross-sectional study, involving 27 children with Down syndrome, were conducted. Results The variability in childrens vocabulary size increased from a chronological age of 36 months. Both vocabulary size (from 36 months) and developmental level (from 42 months) were significant predictors of lexical outcomes at 48 months. A comparison with normative data showed that children with Down syndrome had a significantly lower vocabulary size than typically developing children at the same developmental age. Conclusion Although there are similarities with vocabulary growth in typically developing children, lexical development in children with Down syndrome appears to lag behind their cognitive development.

A Follow-Up Study on Italian Late Talkers: Development of Language, Short-Term Memory, Phonological Awareness, Impulsiveness, and Attention.

This follow-up study compares cognitive and language aspects of a group of Italian children ages 4–6 years, who had shown delayed expressive language abilities at 24 months of age (late talkers), with those of a group of children with a history of normal expressive language development (average talkers). Children were given a battery of cognitive–neuropsychological tests to assess grammatical comprehension, vocabulary development, verbal short-term memory, phonological awareness, planning and visuomotor coordination, and attention and impulsiveness. No differences were found in the results between the two groups in the domains of attention, impulsiveness, and visuomotor planning, but in the domain of syntactic competence late talkers developed particular difficulties in the comprehension of passive negative sentences compared to average talkers. Late talkers also performed significantly worse on the nonword repetition task, which measures abilities closely connected with verbal short-term memory and phonological awareness.