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Development of CDIs for rural Africa

Development of CDIs for rural Africa. K. Alcock K. Rimba A. Abubakar P. Holding. Assessing vocabulary and grammatical development. “Clinical” testing e.g. Picture vocabulary tests, TROG, elicited speech Carter et al. Laboratory testing (HA!) Spontaneous speech samples Checklists

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Development of CDIs for rural Africa

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  1. Development of CDIs for rural Africa K. Alcock K. Rimba A. Abubakar P. Holding

  2. Assessing vocabulary and grammatical development • “Clinical” testing • e.g. Picture vocabulary tests, TROG, elicited speech • Carter et al. • Laboratory testing (HA!) • Spontaneous speech samples • Checklists • Fenson et al. • Bornstein et al. crosslinguistic

  3. Bornstein et. al 2004 • Data from 7 languages • Checklist similar to MacArthur/Bates but shorter • All have higher noun proportion. in 20mo vocabulary • Even Korean – unlike previous data • Suggest child constraints lead to this • But modified by language features

  4. Two East African languages • Kiswahili and Kigiriama • Both spoken in coastal Kenya • Town and. village families

  5. Overall study • Impact of HIV exposure on child development • Age 6 months to 3 years • Language, motor and cognitive development • 200 families so far

  6. Relevant sentence features • Very variable word order The child likes potatoes Mtoto anapenda viazi – basic word order SVO Anapenda viazi mtoto – common, VOS Mtoto viazi anapenda – less common but possible, SOV • Sentences can miss out subject He likes potatoes Anapenda viazi • Rather like Italian in that respect • Sentences can miss out subject He likes (them) Anapenda/Anavipenda

  7. Data collection • Adaptation of MacArthur CDI • 175 families of children aged 8-15 mo • Interview technique - not literate

  8. Construction 1 • Macarthur-Bates CDI - younger (words & gestures) • Elimination of inappropriate words (snow, penguin) • Translation in parallel to both languages

  9. Construction 2 • Adding words: • RAs experienced w. children • Mothers on staff & in community • Speech samples • Situational vocabulary (goat, maize porridge) • Function words • Back translation & checking

  10. Construction 3 • MacArthur-Bates CDI Older (Words and Sentences) • Same method with vocabulary • Grammatical development: • Spontaneous samples • Examination of errors actually made • Enumeration of parts of speech children need to learn • Not possible to produce an order of learning in the time • But we will be able to tell what is learnt between 16-30 months

  11. Validation • Internal validity • External validity • Vocabulary and gestures – 9-15 months • Vocabulary and grammar – 16-30 months

  12. Production 8-15 mo

  13. Comprehension 8 - 15 mo

  14. Production 16-30 mo

  15. Word combining 16-30 mo

  16. Reliability and validity • Internal reliability • Alphas over .9 for most sections • Alphas much over .9 for half of test • Correlation with age • Total vocabulary (younger) .505 • Gestures .679 • Total vocabulary (older) .620 • Grammatical affixes .469 • Effect of HIV • When covary age, vocabulary approximately half that of community children

  17. Validity testing • 9-15 months • Challenge items • Production, comprehension and gesture • Low, medium, and high frequency • Mother list of words

  18. Challenge items • No child produced any words in production • Some incomprehensible sounds • Comprehension and gesture more useful • Significant correlations: Gesture without prompt and gesture on CDI Gesture without prompt and comprehension on CDI Specific items tested in comprehension challenge did not correlate with challenge comprehension items

  19. Mother lists of words • Neither prompted nor spontaneous lists correlate with: • Age • Gesture total • Language total • Challenge task • Asked for words for actions/toys/things child likes tends to give names of actions child can do etc.

  20. Conclusions for validity • Test hugely internally valid • Mothers better at observing gesture than language? • 10 challenge words very poor test? • Mother spontaneous list paradigm poorly understood • CDI paradigm involves clearer explanation • Reminder “can he say the word or does he just understand the word”

  21. Summary • Reliability of test • Validity • Further work • Spontaneous speech during cognitive testing session • But no speech produced • Spontaneous speech at home • Written versus interview method for literate local mothers

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