TY - JOUR
T1 - Developmental Trajectories of Early Higher-Order Thinking Talk Differ for Typically Developing Children and Children With Unilateral Brain Injuries
AU - Frausel, Rebecca R.
AU - Vollman, Elayne
AU - Muzard, Antonia
AU - Richland, Lindsey E.
AU - Goldin-Meadow, Susan
AU - Levine, Susan C.
N1 - Funding Information:
Thank you to Kristi Schonwald for your administrative and technical assistance, and to Cassie Freeman, Natalie Dowling, Alyssa Guillu, and Maryam Mohammad-Norgan for your coding assistance. The authors have no conflicts of interest to disclose. Research reported in this publication was supported by the Eunice Kennedy Shriver National Institute of Child Health & Human Development of the National Institutes of Health under Award Number P01HD040605; by a grant from the Successful Pathways from School to Work initiative of the University of Chicago, funded by the Hymen Milgrom Supporting Organization; by a grant from the Institute of Education Sciences, U.S. Department of Education, through grant R305A190467 to the University of Chicago; and by a grant from the Spencer Foundation. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health, the Institute of Education Sciences, or the U.S. Department of Education.
Publisher Copyright:
© 2021 International Mind, Brain, and Education Society and Wiley Periodicals LLC.
PY - 2022/5
Y1 - 2022/5
N2 - The use of higher-order thinking talk (HOTT), where speakers identify relations between representations (e.g., comparison, causality, abstraction) is examined in the spontaneous language produced by 64 typically developing (TD) and 46 brain-injured children, observed from 14–58 months at home. HOTT is less frequent in lower-income children and children with brain injuries, but effects differed depending on HOTT complexity and type of brain injury. Controlling for income, children with larger and later-occurring cerebrovascular infarcts produce fewer surface (where relations are more perceptual) and structure (where relations are more abstract) HOTT utterances than TD children. In contrast, children with smaller and earlier occurring periventricular lesions produce HOTT at comparable rates to TD children. This suggests that examining HOTT development may be an important tool for understanding the impacts of brain injury in children. Theoretically, these data reveal that both neurological (size and timing of brain injury) and environmental (family income) factors contribute to these skills.
AB - The use of higher-order thinking talk (HOTT), where speakers identify relations between representations (e.g., comparison, causality, abstraction) is examined in the spontaneous language produced by 64 typically developing (TD) and 46 brain-injured children, observed from 14–58 months at home. HOTT is less frequent in lower-income children and children with brain injuries, but effects differed depending on HOTT complexity and type of brain injury. Controlling for income, children with larger and later-occurring cerebrovascular infarcts produce fewer surface (where relations are more perceptual) and structure (where relations are more abstract) HOTT utterances than TD children. In contrast, children with smaller and earlier occurring periventricular lesions produce HOTT at comparable rates to TD children. This suggests that examining HOTT development may be an important tool for understanding the impacts of brain injury in children. Theoretically, these data reveal that both neurological (size and timing of brain injury) and environmental (family income) factors contribute to these skills.
UR - http://www.scopus.com/inward/record.url?scp=85116333331&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85116333331&partnerID=8YFLogxK
U2 - 10.1111/mbe.12301
DO - 10.1111/mbe.12301
M3 - Article
AN - SCOPUS:85116333331
SN - 1751-2271
VL - 16
SP - 153
EP - 166
JO - Mind, Brain, and Education
JF - Mind, Brain, and Education
IS - 2
ER -