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Related Concept Videos

Language Development01:22

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
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Longitudinal Effects on Early Adolescent Language: A Twin Study.

Nicole Harlaar1, Laura Segebart DeThorne2, Jamie Mahurin Smith3

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Genetic factors significantly influence formal language skills in adolescents, while environmental factors shape productive language abilities. These influences show varying stability over time, highlighting the complex etiology of language development.

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Area of Science:

  • Developmental Psychology
  • Behavioral Genetics
  • Linguistics

Background:

  • Individual differences in language skills emerge during early adolescence.
  • Understanding the interplay of genetic and environmental factors is crucial for language development research.

Purpose of the Study:

  • To investigate genetic and environmental contributions to language skills in early adolescence.
  • To examine the stability of these influences across time.
  • To differentiate etiological factors based on assessment methods.

Main Methods:

  • Structural equation modeling was applied to a sample of 527 twins.
  • Latent factors for Formal Language (standardized tests) and Productive Language (language sampling) were analyzed.
  • Data were collected at three time points during early adolescence (ages 10-12).

Main Results:

  • Formal Language skills were predominantly influenced by additive genetic factors.
  • Productive Language skills were primarily shaped by nonshared environmental influences.
  • Genetic effects on Formal Language demonstrated high stability across time, while nonshared environmental effects on Productive Language showed limited stability.

Conclusions:

  • The etiological pathways for language outcomes differ based on the assessment context (standardized tests vs. language sampling).
  • Further research is needed to elucidate the specific mechanisms of nonshared environmental influences on language development.