Abstract：
UNASSIGNED: Using a longitudinal design, this study aimed to describe inferential comprehension abilities of neglected French-speaking preschool children from 42 to 66 months of age in comparison to non-neglected peers, to examine the association with receptive vocabulary, and to determine whether rates of change in inferential abilities over time was stable between the two group conditions.
UNASSIGNED: An inferential comprehension task and the French version of the Peabody Picture Vocabulary Test-Fourth Edition were administered to a group of neglected children (n = 37-40) and to a group of same-age non-neglected children (n = 71-91) at 42, 54, and 66 months old, as part of the Early Longitudinal Language and Neglect study.
UNASSIGNED: Results show that children exposed to neglect obtain significantly lower scores compared to their same-age peers on inferential comprehension and receptive vocabulary measures at all three time points (p < .001) with large to very large effect sizes and indicate moderate to strong correlations between the two variables. Children from the neglected group present difficulties in inferencing compared to same-age non-neglected peers, a disadvantage that remains stable over time.
UNASSIGNED: This study demonstrates the significant gap in inferential comprehension abilities between neglected and non-neglected preschool children. These results reiterate the importance of early detection of language comprehension difficulties in young children coming from vulnerable environments.
UNASSIGNED: An inferential comprehension task and the French version of the Peabody Picture Vocabulary Test-Fourth Edition were administered to a group of neglected children (n = 37-40) and to a group of same-age non-neglected children (n = 71-91) at 42, 54, and 66 months old, as part of the Early Longitudinal Language and Neglect study.
UNASSIGNED: Results show that children exposed to neglect obtain significantly lower scores compared to their same-age peers on inferential comprehension and receptive vocabulary measures at all three time points (p < .001) with large to very large effect sizes and indicate moderate to strong correlations between the two variables. Children from the neglected group present difficulties in inferencing compared to same-age non-neglected peers, a disadvantage that remains stable over time.
UNASSIGNED: This study demonstrates the significant gap in inferential comprehension abilities between neglected and non-neglected preschool children. These results reiterate the importance of early detection of language comprehension difficulties in young children coming from vulnerable environments.
摘要：
■采用纵向设计，这项研究旨在描述42至66个月大的被忽视的讲法语的学龄前儿童与非被忽视的同龄人相比的推理理解能力，为了检查与接受性词汇的关联，并确定推断能力随时间的变化率在两组条件之间是否稳定。
■对一组被忽视的儿童（n=37-40）和一组42、54和66个月大的同龄非被忽视儿童（n=71-91）进行了推理理解任务和法语版的皮博迪图片词汇测试-第四版，作为早期纵向语言和忽视研究的一部分。
■结果表明，在所有三个时间点（p<.001），与同龄同龄人相比，遭受忽视的儿童在推理理解和接受词汇方面的得分明显较低，影响大小很大，并表明两个变量之间存在中等到强的相关性。与同龄非被忽视的同龄人相比，被忽视群体的孩子在推理方面存在困难，随着时间的推移保持稳定的缺点。
■这项研究表明，被忽视和未被忽视的学龄前儿童在推理理解能力方面存在显著差距。这些结果重申了早期发现来自脆弱环境的幼儿语言理解困难的重要性。
■对一组被忽视的儿童（n=37-40）和一组42、54和66个月大的同龄非被忽视儿童（n=71-91）进行了推理理解任务和法语版的皮博迪图片词汇测试-第四版，作为早期纵向语言和忽视研究的一部分。
■结果表明，在所有三个时间点（p<.001），与同龄同龄人相比，遭受忽视的儿童在推理理解和接受词汇方面的得分明显较低，影响大小很大，并表明两个变量之间存在中等到强的相关性。与同龄非被忽视的同龄人相比，被忽视群体的孩子在推理方面存在困难，随着时间的推移保持稳定的缺点。
■这项研究表明，被忽视和未被忽视的学龄前儿童在推理理解能力方面存在显著差距。这些结果重申了早期发现来自脆弱环境的幼儿语言理解困难的重要性。
