Longitudinal Stability in Genetic Effects on Children's Conversational Language Productivity

ArticleinJournal of Speech Language and Hearing Research 55(3):739-53 · January 2012with2 Reads
Impact Factor: 2.07 · DOI: 10.1044/1092-4388(2011/11-0014) · Source: PubMed

The authors examined the longitudinal stability of genetic and environmental influences on children's productive language sample measures during the early school-age years. Twin study methodology with structural equation modeling was used to derive univariate estimates of additive genetic (A), shared environmental (C), and nonshared environmental (E) effects on language measures at each of 2 time points, based on 487 twins at the 1st-grade time point and 387 twins at the 2nd-grade time point. To address questions of stability over time, the authors used longitudinal latent factor analysis. Stability in the Conversational Language factor was accounted for almost entirely by shared genetic effects between 1st and 2nd grade, meaning no new genetic effects were observed at the 2nd time point. In contrast, nonshared environmental effects were entirely time point specific, meaning whatever nonshared environmental influences were operating at the first time point were not influencing individual variation in the language factor at the second time point. The discussion in this article centers on possible candidates for both genetic and nonshared environmental effects as well as implications for clinical practice and future research.

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  • [Show abstract] [Hide abstract] ABSTRACT: To examine the etiology of developmental language impairment (LI) at 4 and 12 years, as well as the relationship between the two. Phenotypic and quantitative genetic analyses utilized longitudinal data from the Twins Early Development Study. A total of 2922 pairs (2150 monozygotic [MZ]; 1950 dizygotic same-sex [DZss]; and 1745 dizygotic opposite-sex [DZos]) provided data at 4 and 12 years. At 4, a) 'Psychometric LI' was defined on the basis of low scores (-1.25 SD) on parent-reported expressive vocabulary (226 MZ and 115 DZss probands for genetic analysis); b) 'Parent-referral' was defined as having seen a medical professional or speech-language therapist, following parental concern (112 MZ and 104 DZss probands). The 12-year language measure was a composite of 4 web-administered receptive language tests. a) 'Psychometric LI' is more predictive of poor language performance at age 12 than 'Parent-referral'; b) 'Parent-referral' is substantially and significantly more heritable than 'Psychometric LI'. Parents' concern about their child's language development seems to be the marker of a more heritable disorder than poor expressive language skills alone. However, the language difficulties which arouse parental concern in preschool children, although more heritable, are not predictive of language difficulties in early adolescence. Rather, poor expressive language skills at age 4, psychometrically defined, are a better predictor of continuing language difficulties at age 12.
    Full-text · Article · Oct 2013 · Journal of Speech Language and Hearing Research
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  • [Show abstract] [Hide abstract] ABSTRACT: Objectives: This study examined the language outcomes of children with mild to severe hearing loss during the preschool years. The longitudinal design was leveraged to test whether language growth trajectories were associated with degree of hearing loss and whether aided hearing influenced language growth in a systematic manner. The study also explored the influence of the timing of hearing aid fitting and extent of use on children's language growth. Finally, the study tested the hypothesis that morphosyntax may be at particular risk due to the demands it places on the processing of fine details in the linguistic input. Design: The full cohort of children in this study comprised 290 children who were hard of hearing (CHH) and 112 children with normal hearing who participated in the Outcomes of Children with Hearing Loss (OCHL) study between the ages of 2 and 6 years. CHH had a mean better-ear pure-tone average of 47.66 dB HL (SD = 13.35). All children received a comprehensive battery of language measures at annual intervals, including standardized tests, parent-report measures, and spontaneous and elicited language samples. Principal components analysis supported the use of a single composite language score for each of the age levels (2, 3, 4, 5, and 6 years). Measures of unaided (better-ear pure-tone average, speech intelligibility index) and aided (residualized speech intelligibility index) hearing were collected, along with parent-report measures of daily hearing aid use time. Mixed modeling procedures were applied to examine the rate of change (227 CHH; 94 children with normal hearing) in language ability over time in relation to (1) degree of hearing loss, (2) aided hearing, (3) age of hearing aid fit and duration of use, and (4) daily hearing aid use. Principal components analysis was also employed to examine factor loadings from spontaneous language samples and to test their correspondence with standardized measures. Multiple regression analysis was used to test for differential effects of hearing loss on morphosyntax and lexical development. Results: Children with mild to severe hearing loss, on average, showed depressed language levels compared with peers with normal hearing who were matched on age and socioeconomic status. The degree to which CHH fell behind increased with greater severity of hearing loss. The amount of improved audibility with hearing aids was associated with differential rates of language growth; better audibility was associated with faster rates of language growth in the preschool years. Children fit early with hearing aids had better early language achievement than children fit later. However, children who were fit after 18 months of age improved in their language abilities as a function of the duration of hearing aid use. These results suggest that the language learning system remains open to experience provided by improved access to linguistic input. Performance in the domain of morphosyntax was found to be more delayed in CHH than their semantic abilities. Conclusion: The data obtained in this study largely support the predictions, suggesting that mild to severe hearing loss places children at risk for delays in language development. Risks are moderated by the provision of early and consistent access to well-fit hearing aids that provide optimized audibility.
    No preview · Article · Sep 2015 · Ear and Hearing
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