Child Development Scrapbook Project 2026

   Module 4 Article Article: Rowe, M. L. (2012). A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary development. Child Development, 83 (5), 1762–1774. https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2012.01805.x Summary: This study examined how both the amount and quality of language that parents use when speaking to children influence vocabulary growth. The findings showed that while the quantity of words children hear matters early on, the quality of language, such as diverse vocabulary and complex sentence structure, becomes increasingly important for later vocabulary development. Connection to Chapters 6 & 7: In Chapter 6 , Siegler et al. (2024) explain that language development depends heavily on environmental input, particularly child-directed speech. This article directly supports that idea by showing that the richness of parental language influences vocabulary expansion. The textbook also discusses f...

  1. Purpose of the Study The study investigates how infants’ own motor experiences (their ability to act) influence their perception of others’ actions . Specifically, the researchers asked whether allowing 3-month-old infants to perform reaching movements would improve their ability to understand goal-directed actions in other people (Sommerville, Woodward, & Needham, 2005). 2. Methodology Participants: 3‑month-old infants Experimental design: Some infants were given “action training” with Velcro mittens to reach and grasp objects, while others did not receive this training. Measurement: Researchers observed whether infants showed goal understanding by tracking looking times when they watched others reach for objects. 3. Key Findings Infants who had the motor experience (mitten training) were better able to perceive the intentions behind someone else’s reaching actions . Infants without prior action experience did not show the same understanding. This suggests that experi...

 Article Module 2-  Article Breakdown: Preterm Birth and Long-Term Cognitive Outcomes 1. Purpose of the study The article examines how being born moderately preterm (before 34 weeks of gestation) affects cognitive development as children grow. The goal is to see if early birth has lasting effects on skills like language, memory, and problem-solving at school age. 2. Key findings Children born preterm are more likely to experience cognitive challenges compared to children born full-term. Difficulties include working memory deficits, slower language development, and general learning delays . These effects are long-term , persisting into elementary school years. 3. Biological explanation Brain development accelerates in the last weeks of pregnancy, particularly in areas like the prefrontal cortex and hippocampus , which are important for memory, planning, and attention. Being born early interrupts this development, which explains why preterm children may struggl...