Skip to main content Accessibility help
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-10-31T23:31:07.887Z Has data issue: false hasContentIssue false

9 - Cognitive Competencies and Signals of Risk

from Part One - Factors Influencing Language Development

Published online by Cambridge University Press:  11 August 2022

James Law
Affiliation:
University of Newcastle upon Tyne
Sheena Reilly
Affiliation:
Griffith University, Queensland
Cristina McKean
Affiliation:
University of Newcastle upon Tyne
Get access

Summary

In this chapter, we consider children's early language acquisition as it develops alongside three other core cognitive competencies: children's understanding of objects, children's understanding of the thoughts and feelings of others (i.e. their theory of mind), and children's knowledge of numbers and mathematical principles. We argue that while early language acquisition is initially supported by these three other competencies, the acquisition of words transforms them by providing a method for children to communicate and organise the information obtained through them. We do this by describing the key milestones occurring within each of the competencies and the genetic and environmental factors which place them at risk, with findings derived from a systematic review of cohort studies in English-speaking countries. A key message is that genetic and environmental circumstances are inextricably linked in predicting early cognitive development, and that some factors are reliably stronger in predicting poor outcomes than others. Additionally, there is clear evidence that income-related disparities are reliably measurable from the age of 3 and then steadily increase throughout the remainder of childhood.

Type
Chapter
Information
Language Development
Individual Differences in a Social Context
, pp. 193 - 230
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alati, R., Smith, G. D., Lewis, S. J., Sayal, K., Draper, E. S., Golding, J., … & Gray, R. (2013). Effect of prenatal alcohol exposure on childhood academic outcomes: Contrasting maternal and paternal associations in the ALSPAC study. PLoS ONE, 8(10), e74844.CrossRefGoogle ScholarPubMed
Alderson-Day, B., & Fernyhough, C. (2015). Inner speech: Development, cognitive functions, phenomenology, and neurobiology. Psychological Bulletin, 141(5), 931965.CrossRefGoogle ScholarPubMed
Asmussen, K., Law, J., Charlton, J., Acquah, D., Brims, L., Pote, I., & McBride, T (2018). Key competencies in early cognitive development: Things, people, numbers and words London: Early Intervention Foundation. Full Report. London: Early Intervention Foundation.Google Scholar
Astington, J. W., & Baird, J. A. (Eds.) (2005). Why language matters for theory of mind. Oxford: Oxford University Press.Google Scholar
Astington, J. W., & Hughes, C. (2013). Theory of mind: Self-reflection and social understanding. In Zelazo, P. D. (Ed.), The Oxford handbook of developmental psychology. Vol. 2. Self and other (pp. 398424). Oxford: Oxford University Press.Google Scholar
Atance, C. M., & Meltzoff, A. N. (2005). My future self: Young children’s ability to anticipate and explain future states. Cognitive Development, 20(3), 341361.CrossRefGoogle ScholarPubMed
Bjorklund, D. F., Ellis, B. J., & Rosenberg, J. S. (2007). Evolved probabilistic cognitive mechanisms: An evolutionary approach to gene × environment × development interactions. In Kail, R. V. (Ed.), Advances in child development and behaviour (vol. 35, pp. 139). Oxford: Elsevier.Google Scholar
Baillargeon, R. (2008). Innate ideas revisited: For a principle of persistence in infants’ physical reasoning. Perspectives on Psychological Science, 3, 213.Google Scholar
Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20(3), 191208.Google Scholar
Barner, D., Thalwitz, D., Wood, J., Yang, S. J., & Carey, S. (2007). On the relation between the acquisition of singular–plural morpho‐syntax and the conceptual distinction between one and more than one. Developmental Science, 10(3), 365373.CrossRefGoogle ScholarPubMed
Barnes, J., & Melhuish, E. C. (2017). Amount and timing of group-based childcare from birth and cognitive development at 51 months: A UK study. International Journal of Behavioral Development, 41(3), 360370.Google Scholar
Bates, E., Carlson-Luden, V., & Bretherton, I. (1980). Perceptual aspects of tool using in infancy. Infant Behavior and Development, 3, 127140.CrossRefGoogle Scholar
Belsky, J., & Most, R. K. (1981). From exploration to play: A cross-sectional study of infant free play behavior. Developmental Psychology, 17(5), 630639.Google Scholar
Bjorklund, D. F., & Causey, K. B. (2018). Children’s thinking: Cognitive development and individual differences. Los Angeles, CA: SAGE.Google Scholar
Bortfeld, H., Morgan, J. L., Golinkoff, R. M., & Rathbun, K. (2005). Mommy and me: Familiar names help launch babies into speech-stream segmentation. Psychological Science, 16(4), 298304.Google Scholar
Borge, T. C., Aase, H., Brantsæter, A. L., & Biele, G. (2017). The importance of maternal diet quality during pregnancy on cognitive and behavioural outcomes in children: A systematic review and meta-analysis. BMJ Open, 7(9), e016777.CrossRefGoogle ScholarPubMed
Bornstein, M. H. (2014). Human infancy … and the rest of the lifespan. Annual Review of Psychology, 65, 121158.Google Scholar
Bornstein, M. H., Hahn, C. S., & Suwalsky, J. T. (2013). Physically developed and exploratory young infants contribute to their own long-term academic achievement. Psychological Science, 24(10), 19061917.Google Scholar
Bornstein, M. H., Hahn, C. S., & Wolke, D. (2013). Systems and cascades in cognitive development and academic achievement. Child Development, 84(1), 154162.Google Scholar
Bradshaw, P. (2011) Growing up in Scotland: Changes in child cognitive ability in the pre-school years. Edinburgh: Scottish Government.Google Scholar
Bronfenbrenner, U., & Morris, P. A. (2006). The bioecological model of human development. In Lerner, R. M. (Ed.), Handbook of child psychology, vol. 1: Theoretical models of human development (pp. 793828). Hoboken, NJ: Wiley.Google Scholar
Brownell, C. A., Svetlova, M., Anderson, R., Nichols, S. R., & Drummond, J. (2013). Socialization of early prosocial behavior: Parents’ talk about emotions is associated with sharing and helping in toddlers. Infancy, 18(1), 91119.CrossRefGoogle ScholarPubMed
Brugha, T. S, McManus, S., Bankart, J., Scott, F., Purdon, S., Smith, J., … Meltzer, H. (2011). Epidemiology of autism spectrum disorders in adults in the community in England. Archives of General Psychiatry, 68, 459465.Google Scholar
Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A metaanalysis on intergenerational transmission of literacy. Review of Educational Research, 65(1), 121.Google Scholar
Camaioni, L., Perucchini, P., Bellagamba, F., & Colonnesi, C. (2004). The role of declarative pointing in developing a theory of mind. Infancy, 5(3), 291308.CrossRefGoogle Scholar
Chu, F. W., & Geary, D. C. (2015). Early numerical foundations of young children’s mathematical development. Journal of Experimental Child Psychology, 132, 205212.Google Scholar
Cirino, P. T. (2011). The interrelationships of mathematical precursors in kindergarten. Journal of Experimental Child Psychology, 108(4), 713733.Google Scholar
Coates, D. L., & Lewis, M. (1984). Early mother–infant interaction and infant cognitive status as predictors of school performance and cognitive behavior in six-year-olds. Child Development, 55, 12191230.Google Scholar
Colledge, E., Bishop, D. V., Koeppen-Schomerus, G., Price, T. S., Happé, F. G., Eley, T. C., … & Plomin, R. (2002). The structure of language abilities at 4 years: A twin study. Developmental Psychology, 38(5), 749757.CrossRefGoogle Scholar
Coubart, A., Izard, V., Spelke, E. S., Marie, J., & Streri, A. (2014). Dissociation between small and large numerosities in newborn infants. Developmental Science, 17(1), 1122.Google Scholar
Crystal, D. (1995). The Cambridge encyclopedia of the English language. London: BCA.Google Scholar
Cutting, A. L., & Dunn, J. (2002). The cost of understanding other people: Social cognition predicts young children’s sensitivity to criticism. Journal of Child Psychology and Psychiatry, 43, 849860.Google Scholar
Devine, R. T., & Hughes, C. (2014). Relations between false belief understanding and executive function in early childhood: A meta‐analysis. Child Development, 85(5), 17771794.CrossRefGoogle ScholarPubMed
Davis, E. P., Buss, C., Muftuler, T., Head, K., Hasso, A., Wing, D., … & Sandman, C. A. (2011). Children’s brain development benefits from longer gestation. Frontiers in Psychology, 2, 1.Google Scholar
de Villiers, J. G., & de Villiers, P. A. (2014). The role of language in theory of mind development. Topics in Language Disorders, 34(4), 313328.Google Scholar
de Vries, R. (2014). Earning by degrees: Differences in the career outcomes of UK graduates. The Sutton Trust. www.suttontrust.com/wp-content/uploads/2014/12/Earnings-by-Degrees-REPORT.pdfGoogle Scholar
Downey, D. B., Condron, D. J., & Yucel, D. (2015). Number of siblings and social skills revisited among American fifth graders. Journal of Family Issues, 36(2), 273296.Google Scholar
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A., Klebanov, , … Japanel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 14281446.Google Scholar
Duncan, G. J., & Murnane, R. J. (Eds.). (2011). Whither opportunity? Rising inequality, schools, and children’s life chances. New York, NY: Russell Sage Foundation.Google Scholar
Dunn, J., Brown, J., & Beardsall, L. (1991). Family talk about feeling states and children’s later understanding of others’ emotions. Developmental Psychology, 27(3), 448.Google Scholar
Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In Damon, W. & Eisenberg, N. (Eds.), Handbook of child psychology: vol. 3. Social, emotional, and personality development, 5th ed. (pp. 701778). New York, NY: Wiley.Google Scholar
Feigenson, L., Dehaene, S., & Spelke, E. (2004). Core systems of number. Trends in Cognitive Sciences, 8(7), 307314.CrossRefGoogle ScholarPubMed
Fenson, L., Dale, P. S., Reznick, J. S., Bates, E., Thal, D. J., Pethick, S. J., … & Stiles, J. (1994). Variability in early communicative development. Washington, DC: Society for Research in Child Development.Google Scholar
Fernald, A. (1995). Human maternal vocalizations to infants as biologically relevant signals: An evolutionary perspective. In Barkow, J. H., Cosmides, L., & Toby, J. (Eds.), The adapted mind: Evolutionary psychology and the generation of culture (pp. 391428). New York, NY: Oxford University Press.Google Scholar
Friso-van den Bos, I., van der Ven, S. H., Kroesbergen, E. H., & van Luit, J. E. (2013). Working memory and mathematics in primary school children: A meta-analysis. Educational Research Review, 10, 2944.Google Scholar
Garcia, E., & Weiss, E. (2017). Education inequalities at the school starting gate: Gaps, trends and strategies to address them. Washington, DC: The Economic Policy Institute.Google Scholar
Geary, D., Hoard, M,, Byrd-Craven, J., & DeSoto, M. (2004). Strategy choices in simple and complex addition: Contributions of working memory and counting knowledge for children with mathematical disability. Journal of Experimental Child Psychology, 88, 121151.Google Scholar
Gelman, S. A. (2003). The essential child: Origins of essentialism in everyday thought. Oxford: Oxford University Press.Google Scholar
Gentner, D., & Hoyos, C. (2017). Analogy and abstraction. Topics in Cognitive Science, 9(3), 672693.Google Scholar
George, A., Stokes, L., & Wilkinson, D. (2012). Does early education influence key stage 1 attainment? Evidence for England from the Millennium Cohort Study. National Institute Economic Review, 222(1), R67R80.Google Scholar
Georgieff, M. K. (2007). Nutrition and the developing brain: Nutrient priorities and measurement. The American Journal of Clinical Nutrition, 85(2), 614S620S.Google Scholar
Glover, V. (2015). Prenatal stress and its effects on the fetus and the child: possible underlying biological mechanisms. In Antonelli, M. C. (Ed.), Perinatal programming of neurodevelopment (pp. 269283). New York, NY: Springer.Google Scholar
Goisis, A. (2015). How are children of older mothers doing? Evidence from the United Kingdom. Biodemography and Social Biology, 61(3), 231251.CrossRefGoogle ScholarPubMed
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis‐LeMonda, C. S., & Hirsh‐Pasek, K. (2019). Language matters: Denying the existence of the 30‐million‐word gap has serious consequences. Child Development, 90(3), 985992.Google Scholar
Gopnik, A., Meltzoff, A. N., & Bryant, P. (1997). Words, thoughts, and theories (vol. 1). Cambridge, MA: MIT Press.Google Scholar
Greening, J. (2017). Unlocking talent, fulfilling potential: A plan for improving social mobility through education. London: UK Department for Education. www.gov.uk/government/publications/improving-social-mobility-through-educationGoogle Scholar
Gunderson, E. A., & Levine, S. C. (2011). Some types of parent number-talk count more than others: Relations between parents’ input and children’s cardinal‐number knowledge. Developmental Science, 14(5), 10211032.CrossRefGoogle ScholarPubMed
Haith, M. M. (1966). The response of the human newborn to visual movement. Journal of Experimental Child Psychology, 3(3), 235243.CrossRefGoogle ScholarPubMed
Hansen, K., & Jones, E. M. (2010). Age 5 cognitive development in England. Child Indicators Research, 3(1), 105126.Google Scholar
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Heckman, J. J., & Karapakula, G. (2019). Intergenerational and intragenerational externalities of the Perry Preschool Project (working paper 25889). Cambridge, MA: National Bureau of Economic Research.Google Scholar
Hoff, E. (2003). The specificity of environmental influence: Socioeconomic status affects early vocabulary development via maternal speech. Child Development, 74(5), 13681378.Google Scholar
Hoff, E. (2013a). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4.Google Scholar
Hoff, E. (2013b). Language development. Belmont, CA: Cengage LearningGoogle Scholar
Horta, B. L., Loret de Mola, C., & Victora, C. G. (2015). Breastfeeding and intelligence: A systematic review and meta‐analysis. Acta Paediatrica, 104(S467), 1419.Google Scholar
Hughes, C., Ensor, R., & Marks, A. (2011). Individual differences in false belief understanding are stable from 3 to 6 years of age and predict children’s mental-state talk with school friends. Journal of Experimental Child Psychology, 108(1), 96112.Google Scholar
Huntsinger, C. S., Jose, P. E., & Luo, Z. (2016). Parental facilitation of early mathematics and reading skills and knowledge through encouragement of home-based activities. Early Childhood Research Quarterly, 37, 115.Google Scholar
Institut de la statistique du Québec. (2002). Québec Longitudinal Study of Child Development (QLSCD 1998–2002). Cognitive development in children aged 17 to 29 months. Quebec: Institut de la statistique du Québec.Google Scholar
Izard, V., Sann, C., Spelke, E. S., & Streri, A. (2009). Newborn infants perceive abstract numbers. Proceedings of the National Academy of Sciences, 106(25), 1038210385.Google Scholar
Johnson, M. H. (2011). Interactive specialization: A domain-general framework for human functional brain development?. Developmental Cognitive Neuroscience, 1(1), 721.CrossRefGoogle ScholarPubMed
Johnson, M. H., Dziurawiec, S., Ellis, H., & Morton, J. (1991). Newborns’ preferential tracking of face-like stimuli and its subsequent decline. Cognition, 40(1), 119.Google Scholar
Jordan, N. C., Kaplan, D., Olah, L. N., & Locuniak, M. N. (2006). Number sense growth in kindergarten: A longitudinal investigation of children at risk for mathematics difficulties. Child Development, 77(1), 153175.Google Scholar
Karmiloff-Smith, A. (2006). The tortuous route from genes to behavior: A neuroconstructivist approach. Cognitive, Affective, & Behavioral Neuroscience, 6(1), 917.Google Scholar
Kiernan, K. E., & Huerta, M. C. (2008). Economic deprivation, maternal depression, parenting and children’s cognitive and emotional development in early childhood. The British Journal of Sociology, 59(4), 783806.CrossRefGoogle ScholarPubMed
Kiernan, K. E., & Mensah, F. K. (2009). Poverty, maternal depression, family status and children’s cognitive and behavioural development in early childhood: A longitudinal study. Journal of Social Policy, 38(4), 569588.Google Scholar
Lacroix, V., Pomerleau, A., & Malcuit, G. (2002). Properties of adult and adolescent mothers’ speech, children’s verbal performance and cognitive development in different socioeconomic groups: A longitudinal study. First Language, 22(2), 173196.Google Scholar
Law, J., Charlton, J., & Asmussen, K. (2017). Language as a child wellbeing indicator. London: Early Intervention Foundation. www.eif.org.uk/report/language-as-a-child-wellbeing-indicatorGoogle Scholar
Lee, K. (2013). Little liars: Development of verbal deception in children. Child Development Perspectives, 7(2), 9196.CrossRefGoogle ScholarPubMed
LeFevre, J. A., Fast, L., Skwarchuk, S. L., Smith‐Chant, B. L., Bisanz, J., Kamawar, D., & Penner‐Wilger, M. (2010). Pathways to mathematics: Longitudinal predictors of performance. Child Development, 81(6), 17531767.CrossRefGoogle ScholarPubMed
LeFevre, J. A., Skwarchuk, S. L., Smith-Chant, B. L., Fast, L., Kamawar, D., & Bisanz, J. (2009). Home numeracy experiences and children’s math performance in the early school years. Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement, 41(2), 5566.Google Scholar
Leslie, A. M., & Kaldy, Z. (2001). Indexing individual objects in infant working memory. Journal of Experimental Child Psychology, 78(1), 6174.Google Scholar
Levine, S. C., Suriyakham, L. W., Rowe, M. L., Huttenlocher, J., & Gunderson, E. A. (2010). What counts in the development of young children’s number knowledge? Developmental Psychology, 46(5), 1309.Google Scholar
Luijuk, M. P. C. M., Linting, M. Henrichs, J., & van Ijzendoorn, M. H. (2015). Hours in non-parental childcare are related to language development in a longitudinal cohort study: Childcare and language development. Childcare Health and Development, 41(6), 11881198.Google Scholar
Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. American Educational Research Journal, 41(1), 115157.Google Scholar
Magnuson, K. A., Sexton, H. R., Davis-Kean, P. E., & Huston, A. C. (2009). Increases in maternal education and young children’s language skills. Merrill-Palmer Quarterly, 55(3), 319350.Google Scholar
Melhuish, E. C. (2011). Preschool matters. Science, 333(6040), 299300.Google Scholar
Mamluk, L., Edwards, H. B., Savović, J., Leach, V., Jones, T., Moore, T. H., … & Smith, G. D. (2017). Low alcohol consumption and pregnancy and childhood outcomes: Time to change guidelines indicating apparently ‘safe’ levels of alcohol during pregnancy? A systematic review and meta-analyses. BMJ Open, 7(7), e015410.Google Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300335.Google Scholar
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491495.CrossRefGoogle ScholarPubMed
National Research Council. (2015). Transforming the workforce for children birth through age 8: A unifying foundation. Washington, DC: National Academies Press.Google Scholar
McKean, C., Reilly, S., Bavin, E., Bretherton, L., Cini, E., Conway, L., … & Mensah, F. (2017). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics, 139(3), e20161684.Google Scholar
Meins, E., Fernyhough, C., Wainwright, R., Clark‐Carter, D., Das Gupta, M., Fradley, E., & Tuckey, M. (2003). Pathways to understanding mind: Construct validity and predictive validity of maternal mind‐mindedness. Child Development, 74(4), 11941211.Google Scholar
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 17151726.Google Scholar
Melhuish, E. (2010) Growing up in Scotland: Impact of the home learning environment on child cognitive development. Edinburgh: Scottish GovernmentGoogle Scholar
Meltzoff, A. N. (2007). The ‘like me’ framework for recognizing and becoming an intentional agent. Acta Psychologica, 124(1), 2643.Google Scholar
Mix, K. S. (2009). How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology, 102(4), 427444.Google Scholar
Mol, S. E., Bus, A. G., De Jong, M. T., & Smeets, D. J. (2008). Added value of dialogic parent–child book readings: A meta-analysis. Early Education and Development, 19(1), 726.Google Scholar
Moore, J. K., & Linthicum, F. H. Jr. (2007). The human auditory system: A timeline of development. International Journal of Audiology, 46(9), 460478.Google Scholar
Morales, M., Mundy, P., Delgado, C. E., Yale, M., Messinger, D., Neal, R., & Schwartz, H. K. (2000). Responding to joint attention across the 6- through 24-month age period and early language acquisition. Journal of Applied Developmental Psychology, 21(3), 283298.Google Scholar
Morris, S. P., Melhuish, E., & Gardiner, J. (2017). Study of early education and development (SEED): Impact study on early education use and child outcomes up to age three. London: UK Department for Education.Google Scholar
Mundy, P., Block, J., Delgado, C., Pomares, Y., Van Hecke, A. V., & Parlade, M. V. (2007). Individual differences and the development of joint attention in infancy. Child Development, 78(3), 938954.Google Scholar
National Institute of Child Health and Human Development Early Childcare Research Network. (2003). Social functioning in first grade: Associations with earlier home and childcare predictors and with current classroom experiences. Child Development, 74, 16391662.Google Scholar
Nelson, K. (1973). Structure and strategy in learning to talk. Chicago, IL: Society for Research in Child Development.Google Scholar
Newton, E. K., Thompson, R. A., & Goodman, M. (2016). Individual differences in toddlers’ prosociality: Experiences in early relationships explain variability in prosocial behavior. Child Development, 87(6), 17151726.Google Scholar
Nguyen, T., Watts, T. W., Duncan, G. J., Clements, D. H., Sarama, J. S., Wolfe, C., & Spitler, M. E. (2016). Which preschool mathematics competencies are most predictive of fifth grade achievement? Early Childhood Research Quarterly, 36, 550560.Google Scholar
Nilsson, K. K., & de López, K. J. (2016). Theory of mind in children with specific language impairment: A systematic review and meta‐analysis. Child Development, 87(1), 143153.CrossRefGoogle ScholarPubMed
Oxford, M., & Spieker, S. (2006). Preschool language development among children of adolescent mothers. Journal of Applied Developmental Psychology, 27(2), 165182.Google Scholar
Pauen, S., & Bechtel-Kuehne, S. (2016). How toddlers acquire and transfer tool knowledge: Developmental changes and the role of executive functions. Child Development, 87, 12331249.CrossRefGoogle ScholarPubMed
Pears, K. C., & Moses, L. J. (2003). Demographics, parenting, and theory of mind in preschool children. Social Development, 12(1), 120.Google Scholar
Pellegrini, A. (2013). Play. In Masten, A. S. & Zelazo, P. D. (Eds.), The Oxford handbook of developmental psychology, vol. 2: Self and other (pp. 276299). Oxford: Oxford University Press.Google Scholar
Pelli, D. G., & Tillman, K. A. (2008). The uncrowded window of object recognition. Nature Neuroscience, 11(10), 11291135.Google Scholar
Perner, J., Ruffman, T., & Leekam, S. R. (1994). Theory of mind is contagious: You catch it from your sibs. Child Development, 65(4), 12281238.Google Scholar
Perszyk, D. R., & Waxman, S. R. (2018). Linking language and cognition in infancy. Annual Review of Psychology, 69, 239250.Google Scholar
Plomin, R., DeFries, J. C., Knopik, V. S., & Neiderhiser, J. M. (2013). Behavioral genetics (6th ed.). New York, NY: Worth.Google Scholar
Prior, M. Bavin, E., and Ong, B. (2011). Predictors of school readiness in five‐ to six‐year‐old children from an Australian longitudinal community sample. Educational Psychology, 31, 316.Google Scholar
Puma, M., Bell, S., Cook, R., Heid, C., Shapiro, G., Broene, P., … & Ciarico, J. (2010). Head Start impact study. Final report. Washington, DC: Administration for Children & Families.Google Scholar
Purpura, D. J., & Reid, E. E. (2016). Mathematics and language: Individual and group differences in mathematical language skills in young children. Early Childhood Research Quarterly, 36, 259268.CrossRefGoogle Scholar
Purpura, D. J., Schmitt, S. A., & Ganley, C. M. (2017). Foundations of mathematics and literacy: The role of executive functioning components. Journal of Experimental Child Psychology, 153, 1534.CrossRefGoogle ScholarPubMed
Quigley, M. A., Hockley, C., Carson, C., Kelly, Y., Renfrew, M. J., & Sacker, A. (2012). Breastfeeding is associated with improved child cognitive development: A population-based cohort study. The Journal of Pediatrics, 160(1), 2532.Google Scholar
Quinn, P. C. (2011). Born to categorize. In. Goswami, U. (Ed.), The Wiley-Black handbook of cognitive development, 2nd ed. (pp. 129152), Chichester: Wiley-Blackwell.Google Scholar
Raikes, H., Alexander Pan, B., Luze, G., Tamis‐LeMonda, C. S., Brooks‐Gunn, J., Constantine, J., … & Rodriguez, E. T. (2006). Mother–child bookreading in low‐income families: Correlates and outcomes during the first three years of life. Child Development, 77(4), 924953.Google Scholar
Ramírez‐Esparza, N., García‐Sierra, A., & Kuhl, P. K. (2014). Look who’s talking: Speech style and social context in language input to infants are linked to concurrent and future speech development. Developmental Science, 17(6), 880891.Google Scholar
Reznick, J. S., & Goldfield, B. A. (1992). Rapid change in lexical development in comprehension and production. Developmental Psychology, 28(3), 406413.Google Scholar
Rittle‐Johnson, B., Fyfe, E. R., Hofer, K. G., & Farran, D. C. (2017). Early math trajectories: Low‐income children’s mathematics knowledge from ages 4 to 11. Child Development, 88(5), 17271742.Google Scholar
Rodriguez, E. T., & Tamis-LeMonda, C. S. (2011). Trajectories of the home learning environment across the first 5 years: Associations with children’s vocabulary and literacy skills at prekindergarten. Child Development, 82, 10581075.Google Scholar
Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child‐directed speech in vocabulary development. Child Development, 83(5), 17621774.Google Scholar
Ruddy, M. G., & Bornstein, M. H. (1982). Cognitive correlates of infant attention and maternal stimulation over the first year of life. Child Development, 53, 183188.Google Scholar
Rutter, M., Sonuga-Barke, E. J., Beckett, C., Castle, J., Kreppner, J., Kumsta, R., … & Gunnar, M. R. (2010). Deprivation-specific psychological patterns: Effects of institutional deprivation. Chicago, IL: Society for Research in Child Development.Google Scholar
Saxton, M. (2010). Child language: Acquisition and development. London: SAGE.Google Scholar
Scholl, B. J. (2001). Objects and attention: The state of the art. Cognition, 80(1), 146.Google Scholar
Spelke, E. S. (2017). Core knowledge, language, and number. Language Learning and Development, 13(2), 147170.Google Scholar
Siegler, R. S., & Lortie‐Forgues, H. (2014). Integrative theory of numerical development. Child Development Perspectives, 8(3), 144150.Google Scholar
Simms, V., Cragg, L., Gilmore, C., Marlow, N., & Johnson, S. (2013). Mathematics difficulties in children born very preterm: Current research and future directions. Archives of Disease in Childhood: Fetal and Neonatal Edition, 98(5), F457F463.Google Scholar
Skwarchuk, S. L., Sowinski, C., & LeFevre, J. A. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 6384.Google Scholar
Snow, C. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53(2), 165189.Google Scholar
Snowling, M. J., Bishop, D. V. M., Stothard, S. E., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry, 47(8), 759765.Google Scholar
Soska, K. C., Adolph, K. E., & Johnson, S. P. (2010). Systems in development: Motor skill acquisition facilitates three dimensional object completion. Developmental Psychology, 46(1), 129.Google Scholar
Spelke, E. S., & Kinzler, K. D. (2007). Core knowledge. Developmental Science, 10(1), 8996.Google Scholar
Stene-Larsen, K., Brandlistuen, R. E., Lang, A. M., Landolt, M. A., Latal, B., & Vollrath, M. E. (2014). Communication impairments in early term and late preterm children: A prospective cohort study following children to age 36 months. Journal of Pediatrics, 165, 6, 11231128.CrossRefGoogle ScholarPubMed
Strickland, B., Fisher, M., Keil, F., & Knobe, J. (2014). Syntax and intentionality: An automatic link between language and theory-of-mind. Cognition, 133(1), 249261.Google Scholar
Stromswold, K. (2001). The heritability of language: A review and metaanalysis of twin, adoption, and linkage studies. Language, 77(4), 647723.Google Scholar
Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124(6), 10851106.Google Scholar
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (Eds.). (2010). Early childhood matters: Evidence from the effective pre-school and primary education project. London: Routledge.Google Scholar
Tamis-LeMonda, C. S., & Bornstein, M. H. (1993). Antecedents of exploratory competence at one year. Infant Behavior and Development, 16(4), 423439.Google Scholar
Taylor, C. M., Golding, J., Hibbeln, J., & Emond, A. M. (2013). Environmental factors predicting blood lead levels in pregnant women in the UK: The ALSPAC study. PLOS ONE, 8(9), e72371.Google Scholar
Teager, W., & McBride, T. (2018). An initial assessment of the 2-year-old free childcare entitlement: Drivers of take-up and impact on early years outcomes. London: Early Intervention Foundation. www.eif.org.uk/report/an-initial-assessment-of-the-2-year-old-free-childcare-entitlementGoogle Scholar
Thelen, E. (1991). Motor aspects of emergent speech: A dynamic approach. In Krasnegor, N. A., Rumbaugh, D. M., Schiefelbusch, R. L., & Studdert-Kennedy, M. (Eds.), Biological and behavioral determinants of language development (pp. 339362). Hillsdale, NJ: Erlbaum.Google Scholar
Thibaut, J. P., French, R., & Vezneva, M. (2010). The development of analogy making in children: Cognitive load and executive functions. Journal of Experimental Child Psychology, 106(1), 119.Google Scholar
Toll, S. W. M., & Van Luit, J. E. H. (2014). Explaining numeracy development in weak performing kindergartners. Journal of Experimental Child Psychology, 124, 97111.Google Scholar
Tomasello, M. (2009). Constructing a language. Cambridge, MA: Harvard University Press.Google Scholar
Tomasello, M., & Carpenter, M. (2007). Shared intentionality. Developmental Science, 10(1), 121125.Google Scholar
Tomasello, M., & Farrar, M. J. (1986). Joint attention and early language. Child Development, 57, 14541463.Google Scholar
Umiker-Sebeok, D. J. (1979). Preschool children’s intraconversational narratives. Journal of Child Language, 6(1), 91109.Google Scholar
Victora, C. G., Bahl, R., Barros, A. J., França, G. V., Horton, S., Krasevec, J., … & Rollins, N. C. (2016). Breastfeeding in the 21st century: Epidemiology, mechanisms, and lifelong effect. The Lancet, 387(10017), 475490.Google Scholar
Violato, M., Petrou, S., Gray, R., & Redshaw, M. (2011). Family income and child cognitive and behavioural development in the United Kingdom: Does money matter? Health Economics, 20(10), 12011225.Google Scholar
Waldfogel, J., & Washbrook, E. (2010). Low income and early cognitive development in the UK. London: Sutton Trust.Google Scholar
Weikum, W. M., Oberlander, T. F., Hensch, T. K., & Werker, J. F. (2012). Prenatal exposure to antidepressants and depressed maternal mood alter trajectory of infant speech perception. Proceedings of the National Academy of Sciences, 109(S2), 1722117227.Google Scholar
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 21432152.Google Scholar
Wellman, H. M. (2014). Making minds: How theory of mind develops. Oxford: Oxford University Press.Google Scholar
Wellman, H. M., & Liu, D. (2004). Scaling of theory‐of‐mind tasks. Child Development, 75(2), 523541.Google Scholar
Williamson, G. (2014). Mean length of utterance. www.sltinfo.com/mean-length-of-utterance/Google Scholar
Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155193.Google Scholar
Wynn, K. (1992). Children’s acquisition of the number words and the counting system. Cognitive Psychology, 24(2), 220251.Google Scholar
Wynn, K. (1995). Origins of numerical knowledge. Mathematical Cognition, 1, 3560.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×