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Point, Walk, Talk: Links Between Three Early Milestones, from Observation and Parental Report

Authors
  • Moore, Charlotte1
  • Dailey, Shannon1, 2
  • Garrison, Hallie1
  • Amatuni, Andrei1, 2
  • Bergelson, Elika1, 2
  • 1 Duke University
  • 2 University of Rochester
Type
Published Article
Journal
Developmental psychology
Publication Date
May 16, 2019
Volume
55
Issue
8
Pages
1579–1593
Identifiers
DOI: 10.1037/dev0000738
PMID: 31094558
PMCID: PMC6892347
Source
PubMed Central
Keywords
License
Unknown

Abstract

Around their first birthdays, infants begin to point, walk, and talk. These abilities are appreciable both by researchers with strictly standardized criteria and caregivers with more relaxed notions of what each of these skills entails. Here we compare the onsets of these skills and links among them across two data collection methods: observation and parental report. We examine pointing, walking, and talking in a sample of 44 infants studied longitudinally from 6–18 months. In this sample, links between pointing and vocabulary were tighter than those between walking and vocabulary, supporting a unified socio-communicative growth account. Indeed, across several cross-sectional and longitudinal analyses, pointers had larger vocabularies than their non-pointing peers. In contrast to previous work, this did not hold for walkers’ vs. crawlers’ vocabularies in our sample. Comparing across data sources, we find that reported and observed estimates of the growing vocabulary and of age of walk onset were closely correlated, while agreement between parents and researchers on pointing onset and talking onset was weaker. Taken together, these results support a developmental account in which gesture and language are intertwined aspects of early communication and symbolic thinking, whereas the shift from crawling to walking appears indistinct from age in its relation with language. We conclude that pointing, walking, and talking are on similar timelines yet distinct from one another, and discuss methodological and theoretical implications in the context of early development.

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