Basic Language Skills and Young Children's Understanding of Causal Connections During Storytelling |
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| Authors: | Danielle D. Brown Jacquelyn Lile Barbara M. Burns |
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| Affiliation: | 1. Department of Psychology , Howard University , Washington, District of Columbia;2. Department of Psychology , Morehead State University , Morehead, Kentucky;3. Department of Psychological and Brain Sciences , University of Louisville , Louisville, Kentucky |
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| Abstract: | The current study examined the role of basic language skills for individual differences in preschoolers’ understanding of causal connections. Assessments of basic language skills, expressive vocabulary, phonological processing, and receptive language comprehension were examined in relation to the production of causal connections in a storytelling task, at two time periods. Similar to previous cross-sectional research, children's causal connections increased over six months. As hypothesized, expressive vocabulary and phonological processing predicted causal connections at Time 1. Six months later, only phonological processing predicted causal connections. Results provide new information regarding the significance of basic language skills for early narrative skills. |
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