Pathways of Linguistic Success: a 30-year Longitudinal Investigation in a High-Risk French-Canadian Sample

Pathways of Linguistic Success: a 30-year Longitudinal Investigation in a High-Risk French-Canadian Sample

Pathways of Linguistic Success: a 30-year Longitudinal Investigation in a High-Risk French-Canadian Sample

Pathways of Linguistic Success: a 30-year Longitudinal Investigation in a High-Risk French-Canadian Samples

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Référence bibliographique [10569]

Campisi, Lisa. 2011. «Pathways of Linguistic Success: a 30-year Longitudinal Investigation in a High-Risk French-Canadian Sample». Thèse de doctorat, Montréal, Université Concordia, Département de psychologie.

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Fiche synthèse

1. Objectifs


Intentions :
«The present studies utilized prospective, intergenerational and longitudinal methods, spanning a 30-year period, to examine the role of language in a social and economically disadvantaged French-speaking population.» (p. iii) «The principle aim of the [first] study was to examine the trajectory from problematic childhood behaviour patterns to mothers’ child-directed speech.» (p. 20) «The [second] study aimed to investigate whether early elementary-aged children’s narrative skills continued to predict their academic achievement in the later elementary years.» (p. 47)

Questions/Hypothèses :
«The three questions that were examined were: (1) What are the direct and indirect pathways between mothers’ childhood histories of problematic behaviour and the quality of their child-directed speech? (2) Do the second-generation children’s language skills continue to exert an influence on development in the elementary years? (3) To what extent do specific dimensions of children’s language skills differentially affect academic abilities?» (p. iii)

2. Méthode


Échantillon/Matériau :
«The participants in the [two] stud[ies] were recruited from participants in the Concordia Longitudinal Risk Project, a prospective, community-based longitudinal study that began in 1976.» (p. 22) «[A] final sample of 101 mother-child dyads was included in [the first] study.» (p. 21) «A total of 106 children and their families participated in [the second] study.» (p. 50)

Instruments :
Questionnaires (utilisés dans les deux études)

Type de traitement des données :
Analyse statistique

3. Résumé


«Results from these studies revealed direct and indirect pathways operating from maternal histories of childhood maladaptive behaviour to maternal language. The results also revealed that socio-emotional functioning mediated the well-known relationship between socio-economic status and maternal language. Regarding the second-generation children, findings revealed that early elementary-aged children’s language skills, associated with narrative macrostructure predicted academic success in late elementary. Children’s narrative macrostructure predicted overall report card scores and scores in all language-based subjects. Together, findings support an intergenerational transfer of risk from mother to child operating through language. Further the studies highlight the continued risk status of these second-generation children extending up until late adolescence. The studies also underscore the role of language assessment as a possibly cost-effective and easy to use diagnostic tool, which may become part of a comprehensive intervention strategy within at-risk populations.» (p. iii-iv)