Receptive vocabulary development was examined in 313 children (151 girls; 78% White) as a function of infant attention and maternal education (66% of mothers held a college degree or higher). Attention was measured at 10 months using a dynamic puppet task and receptive vocabulary was measured at 3-, 4-, 6-, and 9 years of age using the Peabody Picture Vocabulary Test. The best-fitting multilevel growth model was a quadratic model as a function of age. Results indicated that both infant attention and maternal education were predictors of receptive vocabulary initial status, with no differences as a function of child sex. In contrast, infant attention, but not maternal education, predicted growth in receptive language skill, and boys demonstrated a faster rate of receptive language development in comparison to girls. These findings illustrate that even after accounting for child sex and maternal education, infant visual attention predicts children's receptive language development starting from the early preschool period into the elementary school years. These findings demonstrate the importance and nature of the role that infant attention and maternal education play with respect to childhood receptive language development. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

中文翻译：

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婴儿注意力和母亲教育与儿童接受性词汇的发展有关。

对 313 名儿童（151 名女孩；78% 白人）的接受性词汇发展进行了检查，将其作为婴儿注意力和母亲教育（66% 的母亲拥有大学或更高学历）的函数。使用动态木偶任务在 10 个月时测量注意力，并使用皮博迪图片词汇测试在 3、4、6 和 9 岁时测量接受词汇量。最适合的多级增长模型是作为年龄函数的二次模型。结果表明，婴儿注意力和母亲教育都是接受词汇初始状态的预测因素，并且与儿童性别无关。相比之下，婴儿的注意力（而不是母亲的教育）预测了接受性语言技能的增长，并且与女孩相比，男孩表现出更快的接受性语言发展速度。这些发现表明，即使考虑了儿童性别和母亲教育，婴儿视觉注意力也能预测儿童从学前早期到小学阶段的接受性语言发展。这些发现证明了婴儿注意力和母亲教育在儿童接受性语言发展方面所发挥的作用的重要性和本质。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。这些发现证明了婴儿注意力和母亲教育在儿童接受性语言发展方面所发挥的作用的重要性和本质。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。这些发现证明了婴儿注意力和母亲教育在儿童接受性语言发展方面所发挥的作用的重要性和本质。（PsycInfo 数据库记录 (c) 2022 APA，保留所有权利）。