Infant Language Research Articles

Development of infants presented with congenital syphilis in their first months of life

ABSTRACT Purpose: to evaluate the cognitive, language, and motor development of infants with congenital syphilis in their first months of life. Methods: a sample of 52 infants, from 21 to 112 days of age, born in public maternity hospitals, divided into a study group of 28 infants with congenital syphilis and a control group 24 infants without risk indicators for hearing loss. They underwent the Neonatal Hearing Screening Protocol with automated Brainstem Auditory Evoked Potential. The research instrument was the Bayley-III Scale, consisting of the cognitive, language (receptive and expressive), and motor (fine and gross) subscales. The raw scores were entered into the software that accompanies the Bayley-III scale kit to calculate the scores (scaled and composite) and perform qualitative analysis. The Mann-Whitney test and the Wilcoxon test was applied and used a 5% significance level. Results: a similarity between groups for the demographic parameters, maternal education level, and socioeconomic level, was seen. There was no statistically significant difference between groups when comparing the cognitive, receptive language, expressive language, fine motor, and gross motor subscales. Conclusion: infants with congenital syphilis treated at birth have a cognitive, language, and motor development within that expected for their age group in their first months of life.

Infusing Multicultural Instruction: An Experiential Learning Project

The study investigated the effectiveness of a multicultural project implemented for the purpose of infusing multicultural instruction into a graduate level infant language disorders class in a speech-language pathology graduate program. The participants were 24 graduate students who ranged in age from 23-32, 20 were white, 4 were Black. A pretest and posttest survey were implemented along with journal entry thematic analysis to evaluate qualitative changes in learning. The results of the survey indicate that this experiential learning project can promote increased understanding, awareness and confidence in students related to multicultural issues. The journal analysis revealed that students were provided an opportunity to understand the impact of structural inequities related to intersectionality.

Presidential Address, 2020-Using Technology to Deliver Services and Supports in Homes, Neighborhoods, and Communities: Evidence and Promise.

Presidential Address, 2020-Using Technology to Deliver Services and Supports in Homes, Neighborhoods, and Communities: Evidence and Promise.

Higher Utilization of Social Services Is Associated with Higher Language Scores in Children from Deeply Impoverished Urban Families.

Language development has been consistently linked with socioeconomic status (SES), with children from lower SES backgrounds at higher risk for language delays. The objective of this study is to investigate the relationship between familial social service use and language development during the first year of life. Thirty-one low-income mothers and their infants were recruited from the New York metropolitan area. Mothers provided information about demographics and utilization of social services (Women, Infants, and Children (WIC), food stamps, Medicaid, and public housing). Infant language skills were assessed using the Preschool Language Scale. Multiple linear regressions were used to investigate the relationship between social service use and language skills. We found that the number of social services utilized was not an overall significant linear predictor of language skills. However, social service use interacted with poverty level to predict language skills. Specifically, for families living in deep poverty, higher service use significantly predicted higher infant language scores (β = 3.4, p = 0.005). These results suggest that social services may be an appropriate target to help narrow socioeconomic disparities in language development.

A Case Study of Forest Activities for Infants with Video Syndrome and Developmental Delays

이 연구는 어머니와 함께하는 숲 체험활동이 영상물 과다노출 발달지체유아들의 사회성, 언어발달, 그리고 임상적 특성에 미치는 영향을 알아보기 위해 실시되었다. 이를 위해, 경기도 OO시에 거주하는 유아들 중 사회성숙도 검사 결과 사회지수 72.0 이하이면서 사회연령이 생활연령보다 13~23개월 지체된 3명의 유아를 대상으로 어머니와 함께 숲 체험활동을 매주 1~2회씩 총 14회 진행하였다. 교육과정은 캐롤라이나 교육과정 중 인지와 의사소통(9~36개월) 부분을 목표 단계로 하여 숲에서 어머니와 함께하는 숲 체험활동 프로그램으로 실행하였다. 연구결과를 위해 검사도구로 사전·사후 검사를 실시하였고, 프로그램을 진행하는 동안 유아의 언어 및 행동의 변화를 어머니들이 관찰 기록하도록 하였으며 또한 사전·사후 인터뷰도 실시하였다. 연구 결과, 연구대상유아 3명 모두 숲 체험활동 실시 전보다 실시 후 사회성과 언어에 향상을 보였고, 영상물 과다노출 발달지체유아들의 임상적 특성은 감소하였다. 이러한 결과는 숲 체험활동에 의한 오감(五感) 체험, 정서적 안정, 엄마와의 친밀감 형성 등으로 인해 발생한 것으로 생각된다. 이 연구의 결과는 향후 숲 체험활동의 확장과 영상물 과다노출로 인한 ‘유아 비디오 증후군’ 연구의 기초자료로 사용될 수 있기를 기대한다.The purpose of this study is to find out the impact of forest activities with infants with video syndrome and developmental delays on the social interactions, language development, and clinical characteristics. Between pre-tests and post tests, the 14 sessions of forest activities were conducted with mothers, one or two times a week, among infants living in Gyeonggi-do, for three infants whose social age was 13-23 months later than their chronological age, with a social maturity test of 72.0 or less. The sessions were implemented as a forest activity program with mothers in the forest. For this research, pre-tests and post-tests were implemented with test tools, and mothers were required to observe and record changes in the language and behavior of infants with video syndrome and developmental delays during the program. Also, pre-and post-test interviews were also conducted. The results of the study can be summarized as follows. First, all infants with video syndrome and developmental delay developed in social interactions and receptive/expressive language after conducting forest activities. Second, the clinical characteristics of all infants with video syndrome and developmental delays were reduced. The results were discussed with merits of forest activities and mother’s joining in forest activity program. It is hoped that the results of this study can be used as the basic data for intervention of infants with video syndrome and developmental delays. Finally, the limitations of this study and suggestions on future were addressed.

Cognitive, language and motor development of infants exposed to risk and protective factors

IntroductionRisk factors are biological or environmental characteristics increasing the likelihood of delays in child development. Meanwhile, protective factors are conditions that can minimize risks and favor the acquisition of skills. Infants with risk indicators for hearing loss (RIHL) tend to live in less stimulating environments which may lead to lower cognitive, language, and motor development. ObjectiveTo compare the cognitive, language, and motor development of infants under the influence of risk and protective factors. MethodA cross-sectional observational study in which 259 infants aged 8–10 months were assessed for cognitive, language, and motor development using the Bayley Scales of Infant and Toddler Development - Third Edition (BSITD-III). The groups were formed according to the presence or absence of RIHL and the quality of the resources, being: SG-AE (Study Group with Adequate Environment), SG-IE (Study Group with Inadequate Environment), CG-AE (Compared Group with Adequate Environment)) and CG-IE (Compared Group with Inadequate Environment). Affordances were assessed using the questionnaire Affordances in the Home Environment for the Motor Development - Infant Scale (AHEMD-IS). The groups were compared using the Chi-square test or the Kruskal-Wallis test, followed by Dunn's multiple comparison test. The level of significance adopted was 5%. ResultsInfants from the CG-AE performed better than the other groups in cognition and motor skills. The CG-AE language was statistically superior to the SG-IE. SG-IE showed the highest frequency of delays in all domains. CG-IE and SG-AE showed a similar frequency of delays. Adequate environment associated with the absence of RIHL (CG-AE) leads to better cognitive, language, and motor performances. ConclusionBiological and environmental risk factors have a similar impact on development, but the accumulation of both tends to increase the risks of developmental delay. The absence of RIHL and quality environments worked as protective factors and favored the acquisition of skills.

Die Prinzipien der katholischen biblischen Hermeneutik in „der Sprache der Unmündigen“. Ein Beitrag zum 25. Jubiläum des Dokumentes der Päpstlichen Bibelkommission zur Interpretation der Bibel in der Kirche


 
 
 Ponad 25 lat temu Papieska Komisja Biblijna wydaa dokument pod tytuem „Interpretacja Pisma witego w Kociele”. Zosta on powicony ówczesnym naukowym kwestiom hermeneutyczno- egzegetycznym. Niemniej jednak duszpasterska strona tego zagadnienia nie zostaa pominita. Duszpasterze powinni take w dostpny sposób przyblia Pismo wite wszystkim wiernym (rozdz. IV, art. C, nr 3). Ale jak to zrealizowa praktycznie? Dokument nie rozwija szczegóowo tego tematu. Niniejszy artyku podejmuje dane wezwanie, przedstawiajc gówne hermeneutyczno- -biblijne zasady Kocioa Katolickiego „jzykiem prostaczków” (Mt 11,25).
 
 

An Analysis of Research Trends in Early Childhood Language Education : Focusing on papers published in 2012 to 2019

본 연구는 2012년부터 2019년까지 발행된 유아교육 관련 분야의 학회지를 중심으로 유아 언어교육에 대한 연구동향을 살펴보았다. 이를 위하여 연구연도별, 연구주제별, 연구방법별(연구대상, 연구유형, 자료수집, 자료분석) 분류 기준에 따라 학회지 논문 총 90편을 선정하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 연구 연도별 동향은 매년마다 연구가 지속적으로 발표되었다. 둘째, 연구주제는 언어발달에 대한 연구가 가장 많았다. 셋째, 연구방법은 유아를 대상으로 한 연구가 많이 이루어졌으며, 연구유형은 양적연구 방법인 실험연구가 많았다. 자료수집은 검사법이 가장 많이 수집되었으며, 자료분석에서는 차이검증이 많이 사용되었다. 연구결과를 통해 유아 언어교육 관련 연구의 흐름과 진행 정도를 파악해 볼 수 있었으며 미비한 연구에 대한 활성화와 보다 창의적인 연구를 모색해보고자 논의하고 제언하였다.This study looked at research trends on infant language education, focusing on academic journals in the field of infant education published from 2012 to 2019. For this purpose, a total of 90 journal articles were selected and analyzed according to the classification criteria by research year, research topic, and research method (research subject, research type, data collection, data analysis). The results of this study were as follows. First, research trends were continuously published every year. Second, research topics were the most frequently studied on language development. Third, many researches were conducted on infants. There were many experimental studies of quantitative research types. For data collection, inspection methods were collected the most. Difference verification was used a lot in the data analysis. Through the research results, we were able to grasp the flow and progress of studies related to language education for infants and discussed and suggested to promote insufficient research and seek more creative research.

Infant Educators’ Reported Conceptions of, and Approaches to, Infant Language Development: How do They Relate to Educator Qualification Level?

This study examined infant educators’ conceptions of infant language development and approaches to supporting the development. The phenomenographic analyses of interviews with 59 educators identified five and six hierarchically related conceptions and approaches respectively. The conceptions were broadly distinguished as deep or surface conceptions; and the approaches were categorized as infant-centred or infant-peripheral approaches. Positive relation was found between the deep conceptions and the infant-centred approaches on the one hand, and positive association was observed between the surface conceptions and the infant-peripheral approaches on the other hand. The conceptions and approaches were also related to the educators’ level of qualification. Bachelor-qualified educators tended to hold deep conceptions and to report using infant-centred approaches; whereas non-bachelor-qualified educators were more likely to have surface conceptions and to report infant-peripheral approaches. Our findings highlight the importance of the presence of well-qualified educators in supporting language development of very young children in the infant early childhood education and care programs.

A birth cohort study of the association between prenatal serum bisphenol A concentration and infant neurobehavior development

Objective: To explore the association between maternal bisphenol A (BPA) exposure during pregnancy and neurobehavioral development in infant. Methods: Participants were from the Ma'anshan Birth Cohort, which was established from October 2008 to October 2010 based on four municipal medical and health institutions in Ma'anshan. High-performance liquid chromatography-tandem mass spectrometry was applied for the determination of serum BPA concentration in 1 783 pregnant women sampled at their first filing, and during 2.97 to 28.1 months age of the infants. Neurobehavioral development were assessed by 0-6-year-old pediatric examination table of neuropsychological development. Generalized linear model was used to analyze the association between serum BPA levels during pregnancy and infants' neurobehavioral development. Results: A total of 931 mother-child pairs had complete data on serum BPA detection during pregnancy and assessment of infants' neurobehavioral development status. The age of pregnant women at their first filing was (26.67±3.45) years old, and the M (P25,P75) of serum BPA concentration (ng/ml) was 0.23 (0.11, 0.52), with a detection rate of 84.1% (783/931). The age of infants was (13.18±5.46) months, and 53.5% (498) were boys. The developmental quotient scores of large motor, fine motor, adaptive ability, language ability and social behaviors of infants were (97.88±16.32), (97.16±15.35), (99.64±15.47), (95.3±16.04) and (98.95±14.76) points, respectively. Generalized linear model showed that after adjusting for factors such as delivery mode, feeding mode, family per capita monthly income, preterm delivery, gender, maternal age, residence, pre-pregnancy body mass index and residence time, serum BPA level in pregnancy was negatively associated with infant's development of social behavior [β (95%CI):-2.42 (-4.71, -0.12)]. The post-stratification analysis by infant age revealed that the serum BPA level in pregnancy was only negatively associated with the development of language and social behavior developmental quotient scores in infants between the ages of 12 and 18 months, with β (95%CI) about -6.66 (-13.06, -0.25) and -7.401 (-12.97, -1.83), respectively. Conclusion: BPA exposure during pregnancy affects language and social behavior development in infants, and the detection window is between 12 and 18 months old of the infant.

Infant language stimulation: a mixed-methods study of low-income families’ preference for and use of ten strategies

ABSTRACT Children who receive copious amounts of language stimulation from caring adults are likely to develop strong language skills, whereas children who receive limited language stimulation may experience delays. Little is known about the language stimulation strategies that families prefer to use. This mixed-methods study investigated families’ preferences for, and use of, 10 specific language promotion strategies. Twenty-four families of infants slated to enter high-poverty schools or receiving Medicaid in the United States participated in a programme called Strong Beginnings for Babies. Three coaches worked with families in small group sessions focused on the strategies. Coach reports and parent ratings indicated there were strategies for which families expressed strongest preference, especially those involving music or chatting with their child. Furthermore, families used these strategies most often. Finally, coaches reported much evidence of family members talking, singing, and reading to their babies, even when a specific strategy of focus was not named.

A description of early neurodevelopment in a cohort of HIV-exposed uninfected children

ABSTRACT Introduction: Successful strategies preventing mother-to-child HIV transmission have resulted in increasing numbers of uninfected children exposed to maternal HIV and ART in-utero, and while breastfeeding. Some reports describe exposure as impacting neurodevelopment. Methods: This cross-sectional analysis included 49 of the 70 HIV-exposed uninfected (HEU) birth-enrolled children as the control arm of an observational cohort study of early treatment in HIV-infected infants in Johannesburg, South Africa. We used the Bayley Scales of Infant and Toddler Development-3rd Edition (BSID-III) to assess neurodevelopment at 12 months of age. Cognitive, language and motor subscale composite scores and performance categories were analysed. We evaluated associations between BSID-III performance categories and cohort variables. Results: Evaluating composite scores according to performance categories showed a higher percentage of scores in the average, high average and superior categories as compared to test reference norms. Maternal BMI ≥ 25 kg/m2 and mid-upper arm circumference ≥ 32 cm were associated with higher than average infant language scores. Six children scored below average (<90) – three in the cognitive and three in the language subscale. Conclusion: No developmental delay was found in ART-exposed HEU children at 12 months of age. A small number of at-risk children suggest ongoing screening, referral and follow-up is needed.

Language Experience Impacts Brain Activation for Spoken and Signed Language in Infancy: Insights From Unimodal and Bimodal Bilinguals.

Recent neuroimaging studies suggest that monolingual infants activate a left-lateralized frontotemporal brain network in response to spoken language, which is similar to the network involved in processing spoken and signed language in adulthood. However, it is unclear how brain activation to language is influenced by early experience in infancy. To address this question, we present functional near-infrared spectroscopy (fNIRS) data from 60 hearing infants (4 to 8 months of age): 19 monolingual infants exposed to English, 20 unimodal bilingual infants exposed to two spoken languages, and 21 bimodal bilingual infants exposed to English and British Sign Language (BSL). Across all infants, spoken language elicited activation in a bilateral brain network including the inferior frontal and posterior temporal areas, whereas sign language elicited activation in the right temporoparietal area. A significant difference in brain lateralization was observed between groups. Activation in the posterior temporal region was not lateralized in monolinguals and bimodal bilinguals, but right lateralized in response to both language modalities in unimodal bilinguals. This suggests that the experience of two spoken languages influences brain activation for sign language when experienced for the first time. Multivariate pattern analyses (MVPAs) could classify distributed patterns of activation within the left hemisphere for spoken and signed language in monolinguals (proportion correct = 0.68; p = 0.039) but not in unimodal or bimodal bilinguals. These results suggest that bilingual experience in infancy influences brain activation for language and that unimodal bilingual experience has greater impact on early brain lateralization than bimodal bilingual experience.

Vocal emotion expressions in infant‐directed singing: The impact of war trauma and maternal mental health and the consequences on infant development

AbstractMaternal singing is considered vital to infant well‐being. This study focuses on vocal emotion expressions in infant‐directed singing among mothers in war conditions. It examines the questions: (a) how traumatic war events and mental health problems are associated with the content and valence of vocal emotion expressions and (b) how these emotion expressions are associated with infant development. The vocal material consists of songs sung by 50 Palestinian mothers who participated at delivery (T1) as well as when their infants were 6 (T2) and 18 (T3) months of age. These mothers reported traumatic war events (T1); depressive and post‐traumatic stress disorder (PTSD) symptoms (T2–T3); and infants' emotional, sensorimotor, and cognitive development (T2–T3). Student judges evaluated the valence and content of vocal emotion expressions in maternal infant‐directed singing (playfulness‐vivacity, fear, joy, sadness, love‐tenderness, anger, and tension). Severe traumatic war events and depressive symptoms were associated with low positive and high negative vocal emotion expressions. High levels of playfulness and joy, as well as low levels of fear and tension, were associated with infant positive affectivity, while low levels of fear, anger, and tension were associated with advanced infant language skills. Discussion focuses on the vocal markers of maternal mental health and infant development.Highlights How are maternal war trauma and mental health problems (symptoms of depression and post‐traumatic stress disorder [PTSD]) associated with the valence and content of mothers' vocal emotion expressions when they sing to their infants? How are the maternal vocal emotion expressions associated with infant emotional and sensorimotor development? Methodologically, the study involved cultural in‐ and out‐group judges to evaluate maternal vocal emotion expressions. The vocal material consisted of song excerpts of 50 Palestinian women from the Gaza strip, which is sung in Arabic. War trauma was photodocumented; mothers reported their symptoms of depression and PTSD; and infant emotion development by the Infant Behavior Questionnaire (IBQ), sensorimotor development, is based on the Bayley test. Maternal vocal emotion expression in infant‐directed singing can provide a marker for her mental health in transition to parenthood. Further, valence and content of infant‐directed singing are vital for infant emotional and sensorimotor development.

Cognitive, Language, and Visuomotor Abilities of Very Low Birthweight Infants at Corrected Age of Two Years

To assess the prevalence and predictors of language and visuomotor delay in very low birthweight (≤1250 g) children at corrected age (CA) of 2 years. Prospective observational. Neonatal follow-up clinic of a level III center. Children with birthweight £1250 g and discharged alive (n=164) from April 2012 to April 2013 were followed up till 2 years CA (n=126). Development, neurological status, and language/visuomotor cognitive skills were assessed by Cognitive Adaptive Test/Clinical Linguistic and Auditory Milestone Scale (CAT/CLAMS). Development Quotient (DQ) was calculated. Prevalence and predictors for the language and visuomotor delay. At 2 years (n=123 CAT, 126 CLAMS), 30 (24%) children had below average DQ (<90) and 93 (74%) average and above average DQ (≥90) in full scale CAT/CLAMS test. Small for gestation infants (n=86) have higher risk of below average DQ (P=0.036). Gestational age and socioeconomic status have a positive correlation with language development at 9 months and 2 years, respectively. In VLBW (birth weight ≤1250 g) infants, the prevalence of language/visuomotor delay is high. Small for gestational age infants are at higher risk for language and visuomotor development delay at 2 years corrected age.

Parent coaching increases conversational turns and advances infant language development

Parental language input is one of the best predictors of children's language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent-child turn-taking are both associated with advances in children's language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants (n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants' home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent-child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children's language growth during the same period, and children's language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children's social language turn-taking and language skills. Research-based interventions targeting social aspects of parent-child interactions can enhance language outcomes.

Exposure to a second language in infancy alters speech production.

We evaluated the impact of exposure to a second language on infants' emerging speech production skills. We compared speech produced by three groups of 12-month-old infants while they interacted with interlocutors who spoke to them in Spanish and English: monolingual English-learning infants who had previously received 5 hours of exposure to a second language (Spanish), English- and Spanish-learning simultaneous bilinguals, and monolingual English-learning infants without any exposure to Spanish. Our results showed that the monolingual English-learning infants with short-term exposure to Spanish and the bilingual infants, but not the monolingual English-learning infants without exposure to Spanish, flexibly matched the prosody of their babbling to that of a Spanish- or English-speaking interlocutor. Our findings demonstrate the nature and extent of benefits for language learning from early exposure to two languages. We discuss the implications of these findings for language organization in infants learning two languages.

BabblePlay: An app for infants, controlled by infants, to improve early language outcomes

This project set out to develop an app for infants under one year of age that responds in real time to language-like infant utterances with attractive images on an iPad screen. Language-like vocalisations were defined as voiced utterances which were not high pitched squeals, nor shouts. The app, BabblePlay, was intended for use in psycholinguistic research to investigate the possible causal relationship between early canonical babble and early onset of word production. It is also designed for a clinical setting, (1) to illustrate the importance of feedback as a way to encourage infant vocalisations, and (2) to provide consonant production practice for infant populations that do not vocalise enough or who vocalise in an atypical way, specifically, autistic infants (once they have begun to produce consonants). This paper describes the development and testing of BabblePlay, which responds to an infant’s vocalisations with colourful moving shapes on the screen that are analogous to some features of the infant’s vocalization including loudness and duration. Validation testing showed high correlation between the app and two human judges in identifying vocalisations in 200 min of BabblePlay recordings, and a feasibility study conducted with 60 infants indicates that they can learn the contingency between their vocalisations and the appearance of shapes on the screen in one five minute BabblePlay session. BabblePlay meets the specification of being a simple and easy-to-use app. It has been shown to be a promising tool for research on infant language development that could lead to its use in home and professional environments to demonstrate the importance of immediate reward for vocal utterances to increase vocalisations in infants.

Infant-directed language following a brief behavioral parenting intervention: The importance of language quality

Behavioral parenting interventions decrease early childhood behavior problems and increase positive parenting skills. However, few studies have examined the impact of low intensity interventions for infants at risk for behavior problems on changes in parent language. This study examined the effect of a brief parenting intervention, the Infant Behavior Program, on changes in parent linguistic input and its influence on infant language. Participants were 58 mothers and their12- to 15-month-olds, with elevated levels of behavioral problems. Mothers and their infants were from primarily Hispanic and low-income backgrounds. Mother-infant dyads were randomly assigned to receive the Infant Behavior Program or standard pediatric primary care. Mothers receiving the Infant Behavior Program provided more linguistic input, which indirectly influenced infant language, and suggest targeting infants at risk for behavior problems can have a broader impact on language development.

Maternal sensitivity and language in infancy each promotes child core language skill in preschool

Supporting language skills in the early years is important because children who begin school with stronger language skills continue to perform well later in their language as well as academic and socioemotional growth. This three-wave longitudinal study of 50 mother-infant dyads reveals that maternal sensitivity and maternal language at 5 months each uniquely predicts child language at 49 months, controlling for age, education, and maternal verbal IQ as well as maternal supportive presence at 49 months. These findings reinforce the importance of maternal sensitivity and maternal language in infancy for child language development and specify that early maternal sensitivity and language, apart from maternal age, education, and IQ as well as later sensitivity, contribute to child language development.