Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers.
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| Title: | Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers. |
|---|---|
| Authors: | Veer, Ilona M.1,2 (AUTHOR) im.veer@cbs.nl, Borghuis, Jeroen2 (AUTHOR), Van Tuijl, Cathy3 (AUTHOR), Luyten, Hans1 (AUTHOR) |
| Source: | Early Education & Development. Apr2025, Vol. 36 Issue 3, p680-707. 28p. |
| Subject Terms: | *Vocabulary tests, *Language acquisition, *Preschool children, Attention testing, Missing data (Statistics), Social support |
| Abstract: | Research Findings: The impact of low SES, parental depression, low social support for parenting, and growing up in a non-Western family on selective attention and vocabulary at age 2.5 and their development from age 2.5 to age 5 were examined. N = 305 children in the Netherlands were tested on selective attention and receptive vocabulary, during four measurement occasions: around the ages of 2.5, 3, 4 and 5. Multiple imputation was used to handle missing data. Relationships were investigated through multilevel latent growth curve analyses. The results showed that none of the risk factors were significant negative predictors of the baseline score or growth in attention or vocabulary. However, the lower children scored on a selective attention or vocabulary task at age 2.5, the higher their growth on this ability over the next two and a half years. Practice or Policy: Selective attention and vocabulary ability at age 2.5 are better predictors of the expected development of these skills than individual risk factors associated with poverty. This study provides tentative, preliminary evidence that early childhood selective attention and vocabulary testing may inform selection for preschool intervention programs. Follow-up research is recommended to confirm the results in the current study. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183685180 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Veer%2C+Ilona+M%2E%22">Veer, Ilona M.</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> im.veer@cbs.nl</i><br /><searchLink fieldCode="AR" term="%22Borghuis%2C+Jeroen%22">Borghuis, Jeroen</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Van+Tuijl%2C+Cathy%22">Van Tuijl, Cathy</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Luyten%2C+Hans%22">Luyten, Hans</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Apr2025, Vol. 36 Issue 3, p680-707. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Vocabulary+tests%22">Vocabulary tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+testing%22">Attention testing</searchLink><br /><searchLink fieldCode="DE" term="%22Missing+data+%28Statistics%29%22">Missing data (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Research Findings: The impact of low SES, parental depression, low social support for parenting, and growing up in a non-Western family on selective attention and vocabulary at age 2.5 and their development from age 2.5 to age 5 were examined. N = 305 children in the Netherlands were tested on selective attention and receptive vocabulary, during four measurement occasions: around the ages of 2.5, 3, 4 and 5. Multiple imputation was used to handle missing data. Relationships were investigated through multilevel latent growth curve analyses. The results showed that none of the risk factors were significant negative predictors of the baseline score or growth in attention or vocabulary. However, the lower children scored on a selective attention or vocabulary task at age 2.5, the higher their growth on this ability over the next two and a half years. Practice or Policy: Selective attention and vocabulary ability at age 2.5 are better predictors of the expected development of these skills than individual risk factors associated with poverty. This study provides tentative, preliminary evidence that early childhood selective attention and vocabulary testing may inform selection for preschool intervention programs. Follow-up research is recommended to confirm the results in the current study. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2024.2423385 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 680 Subjects: – SubjectFull: Vocabulary tests Type: general – SubjectFull: Language acquisition Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Attention testing Type: general – SubjectFull: Missing data (Statistics) Type: general – SubjectFull: Social support Type: general Titles: – TitleFull: Development of Selective Attention and Vocabulary in a Socio-Economically Diverse Sample of Preschoolers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Veer, Ilona M. – PersonEntity: Name: NameFull: Borghuis, Jeroen – PersonEntity: Name: NameFull: Van Tuijl, Cathy – PersonEntity: Name: NameFull: Luyten, Hans IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 3 Titles: – TitleFull: Early Education & Development Type: main |
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