To date, virtually no studies have examined toddlers' non-response in developmental tasks. This study investigates data from 3667 toddlers to address (1) whether two aspects of non-response (completion and engagement) are separable, (2) how stable these aspects are from ages two to three, (3) how non-response relates to background characteristics, and (4) whether non-response at ages two and three predicts early academic skills at age six. Structural equation modelling shows that completion and engagement are separable constructs, relatively stable across age, and related to several background characteristics. Especially engagement predicts later academic performance. Results show that non-response in behavioural tasks in toddlers is not random, increasing the likelihood of sampling bias and lack of generalizability in developmental studies.

中文翻译：

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我们可以预测发展任务中的无反应吗？评估幼儿无反应与早期学业技能之间的纵向关系

迄今为止，几乎没有研究调查幼儿在发展任务中的无反应。本研究调查了 3667 名幼儿的数据，以解决 (1) 不回答的两个方面（完成和参与）是否可以分开，(2) 这些方面从两岁到三岁的稳定性如何，(3) 不回答与背景特征，以及 (4) 两岁和三岁时的无反应是否预示着六岁时的早期学术技能。结构方程模型表明，完成和参与是可分离的结构，跨年龄相对稳定，并且与几个背景特征相关。特别是参与度可以预测以后的学习成绩。结果表明，幼儿对行为任务的无反应不是随机的，这增加了抽样偏差的可能性，并且在发育研究中缺乏普遍性。