Association between maternal sensitivity and child receptive language development: Quasi-causal evidence using a sibling comparison design.


Journal

Developmental psychology
ISSN: 1939-0599
Titre abrégé: Dev Psychol
Pays: United States
ID NLM: 0260564

Informations de publication

Date de publication:
Dec 2023
Historique:
medline: 28 11 2023
pubmed: 7 9 2023
entrez: 7 9 2023
Statut: ppublish

Résumé

Observational studies have shown that caregiver sensitivity predicts child language skills. These studies, however, have entirely relied on between-family designs (single parent-child dyad per family), which cannot rule out the contribution of shared family confounds (e.g., genetics, books in home). The current study investigates whether observed caregiver sensitivity predicts changes in child receptive language using a sibling comparison design. Participants were 890 Canadian children (51.7% male; 52.4% White) nested within 447 families from diverse socioeconomic backgrounds with children between the ages of 2 and 3.5 years (Wave 1) and 3.5 and 5 years (Wave 2). Independent observers provided ratings of maternal sensitivity with each sibling using several coding protocols (i.e., Coding of Attachment-Related Parenting and the Parent-Child Interaction System). Child receptive language was assessed using the Peabody Picture Vocabulary Test. Maternal sensitivity predicted within-person change in receptive language. That is, the sibling that receives comparatively more sensitivity from the caregiver showed more development in language over time when compared to their sibling. The obverse association, child language to later maternal sensitivity, was not observed, pointing to a unidirectional association of maternal sensitivity on child receptive language. Our sibling comparison design rules out the role of shared family confounders, which provides a strong test of causal processes within an observational design. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Identifiants

pubmed: 37676151
pii: 2024-04929-001
doi: 10.1037/dev0001604
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

2265-2276

Auteurs

Sheri Madigan (S)

Department of Psychology, University of Calgary.

André Plamondon (A)

Department of Educational Fundamentals and Practices, Universite Laval.

Jennifer M Jenkins (JM)

University of Toronto.

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Classifications MeSH