Erika Hoff
Dados Biográficos
| ID | 4609690 |
|---|---|
| NOME | Erika Hoff |
| PRENOMES | Erika |
| SOBRENOME | Hoff |
| ASSINATURA | HOFF E |
| AFILIAÇÕES | Florida Atlantic University |
| ORCID | 0000-0002-5850-6958 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 42 |
| TOTAL DE CITAÇÕES | 92 |
| TOTAL COMO AUTOR | 42 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
Early experience is not enough
A fundamental question for developmental psychology is why effects of early experience only sometimes endure. This question is addressed here with data on the relation of early differences in dual language exposure to children's subsequent bilingual development. The participants were 147 children (74 females) from Spanish-speaking immigrant families in the United States who were studied from the age of 3.5-12 years. Longitudinal mediation analyse…
Parent language proficiency is a source of variance in CDI scores for bilingual children
We investigated the role of bilingual parents’ language proficiency in their reports of their children’s vocabulary size. Sixty-four Spanish-English bilingual mothers whose L1 was Spanish reported their bilingual children’s English and Spanish vocabularies and 37 monolingual L1 English-speaking mothers reported their monolingual children’s English vocabularies—both using the MacArthur-Bates Communicative Development inventories. Expressive vocabu…
The relationship between receptive vocabulary and word and nonword reading skills in monolingual and language minority bilingual children in Italy across primary school grades
The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children (LMBC)) at different stages of reading development. This study examined the relation of receptive voca…
Bilingual children’s vocabulary skills at 5 years predict reading comprehension development within, not across, languages
Extensive evidence indicates that early vocabulary skills predict later reading development among monolingually developing children. Some evidence suggests that a relationship between vocabulary and later reading also holds across languages among children whose home language differs from the school language. However, these findings have been mixed and it remains unclear if, and under what circumstances, vocabulary in one language supports reading…
Mother–Child Conversations of Latina Immigrant and U.S.-Born Mothers in the United States
The present study examined heritage culture influences on the roles of adult and child in the conversations Latina immigrant mothers in the United States have with their young children. Spanish monolingual Latina mothers ( n = 17), Spanish-English bilingual Latina mothers ( n = 30), and English monolingual European American mothers ( n = 22) were recorded in toy play interaction with their 2.5-year-old children; the bilingual Latina mothers were …
Filling lexical gaps and more
In this preregistered, longitudinal study of early code-switching, 34 US-born, Spanish–English bilingual children were recorded with a bilingual family member at 2;6 and 3;6, in Spanish-designated and English-designated interactions. Children’s Spanish and English expressive vocabulary and their exposure to code-switching were measured through direct assessment and caregiver report. The children code-switched most frequently at speaker changes; w…
Commonalities, differences, and differences that matter between monolingual and bilingual development
This commentary makes the argument that the child-internal and child-external sources of individual differences in bilingual development are much the same as the sources of individual differences in monolingual development. It makes the further argument that the operation of the child-external influences results in differences between monolingual and bilingual development in the rate and sometimes in the outcome of language acquisition. An argume…
Home language and literacy environments at the age of four
This study determines (a) which factors of the parenting context, the child and their mothers are associated with environments that differ in their home literacy environment in a Chilean low-SES sample of 53-month-old children, and (b) whether reading comprehension at second and fourth grade is predicted by the socialization in the literacy environment. First, it found that the factors of maternal educational level and cognitions and the child’s …
Bilingual development in the receptive and expressive domains
In bilingual children, more so than in monolingual children, comprehension abilities exceed production abilities. While this receptive-expressive gap in bilinguals has been well documented, little is known about its development. The present study tracked growth in the Spanish and English receptive and expressive vocabularies of 52 bilingual children from 4.5 to 10 years. The children's English vocabularies grew faster than their Spanish vocabular…
Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home
Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC’s skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third, and fifth grades were administered standardized tests of receptive vocabulary, word reading, and nonwo…
A multidimensional approach to Spanish–English bilingual preschoolers’ narrative skills ( Un enfoque multidimensional de las habilidades narrativas de los niños preescolares bilingües inglés/español )
We identify language and discourse skills in 54-month-old Spanish-English bilingual preschoolers and their English-speaking monolingual peers, using multiple measures. Forty-one Spanish-English bilingual and 25 English monolingual children, all US born, viewed an eight-minute wordless video. The bilingual children recounted the story once in English and once in Spanish, in counterbalanced order. The story retellings were transcribed and coded for…
Profiles of Minority-Majority Language Proficiency in 5-Year-Olds
Children from language minority homes reach school age with variable dual language skills. Cluster analysis identified four bilingual profiles among 126 U.S.-born, 5-year-old Spanish–English bilinguals. The profiles differed on two dimensions: language balance and total language knowledge. Balance varied primarily as a function of indicators of the relative quantity and the quality of their language exposure (amount of home exposure and maternal …
Language exposure outside the home becomes more English-dominant from 30 to 60 months for children from Spanish-speaking homes in the United States
Purpose: The purpose of the present study was to document the out-of-home exposure to English and Spanish experienced by children from Spanish-speaking homes in the United States during the preschool years. Methodology: Primary caregivers of 149 children from Spanish-speaking homes in South Florida reported on their children's language exposure. Data and analysis: -tests described and compared children's exposure to English and Spanish outside th…
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development
Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of l…
Lessons from the study of input effects on bilingual development
This special issue commentary draws seven lessons from the four papers on input and bilingual development: (1) the environments in which children become bilingual vary widely, (2) capturing the relevant features of those environments is difficult, (3) input is shaped by the larger social context, (4) language skill is multifaceted, (5) the relation of input to language skill may be different for different facets of language, (6) not just input, b…
Home language and societal language skills in second-generation bilingual adults
Aims: Research aims were (a) to test competing predictions regarding the levels of heritage and societal language proficiency among young adults who experienced early exposure to both languages, and (b) to identify sources of individual differences in degree of bilingualism. Design/methodology/approach: Participants comprised 65 Spanish-English bilinguals who reported using both languages on a weekly basis, 25 native English monolinguals, and 25 …
The quality of child-directed speech depends on the speaker's language proficiency
Many children learn language, in part, from the speech of non-native speakers who vary in their language proficiency. To investigate the influence of speaker proficiency on the quality of child-directed speech, 29 mothers who were native English speakers and 31 mothers who were native speakers of Spanish and who reported speaking English to their children on a regular basis were recorded interacting with their two-year-old children in English. Of…
Cultural differences in the content of child talk
We examined the size, content, and use of evaluative lexis by 26 English monolingual and 20 Spanish–English bilingual 30-month-old children in interaction with their mothers. We extracted the evaluative words, defined as words referring to cognition, volition, or emotion. Controlling for overall vocabulary skills as measured by the MacArthur-Bates inventories, monolinguals had a larger evaluative lexicon than the bilinguals’ Spanish evaluative le…
Socioeconomic Status and Parenting
Socioeconomic status (SES) is a pervasive predictor of child development; parenting is a large part of the reason why. This chapter deals with a historical introduction to research on SES and parenting, followed by a discussion of definitions of SES and approaches to its measurement. It summarizes the literature on differences in parenting cognitions and parenting practices associated with SES. The chapter traces pathways of influence from SES to…
Language Matters
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. T…
Do parents provide a helping hand to vocabulary development in bilingual children
Monolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabu…
Language intervention research in early childhood care and education
Bilingual Development in Children of Immigrant Families
Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the traj…
Language specificity in the relation of maternal education to bilingual children’s vocabulary growth
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The partici…
Interpreting the early language trajectories of children from low-SES and language minority homes
On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than do middle-class, mo…
Expressive vocabulary development in children from bilingual and monolingual homes
Language specificity in the relation of maternal education to bilingual children’s vocabulary growth
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The partici…
Language intervention research in early childhood care and education
The relation of home literacy environments to language and preliteracy skills in single- and dual-language children in Danish childcare
Mother–Child Conversations of Latina Immigrant and U.S.-Born Mothers in the United States
The present study examined heritage culture influences on the roles of adult and child in the conversations Latina immigrant mothers in the United States have with their young children. Spanish monolingual Latina mothers ( n = 17), Spanish-English bilingual Latina mothers ( n = 30), and English monolingual European American mothers ( n = 22) were recorded in toy play interaction with their 2.5-year-old children; the bilingual Latina mothers were …
How Children Use Input to Acquire a Lexicon
The contributions of social processes and computational processes to early lexical development were evaluated. A re-analysis and review of previous research cast doubt on the sufficiency of social approaches to word learning. An empirical investigation of the relation of social–pragmatic and data-providing features of input to the productive vocabulary of sixty-three 2-year-old children revealed benefits of data provided in mother–child conversat…
The Specificity of Environmental Influence
The hypothesis was tested that children whose families differ in socioeconomic status (SES) differ in their rates of productive vocabulary development because they have different language-learning experiences. Naturalistic interaction between 33 high-SES and 30 mid-SES mothers and their 2-year-old children was recorded at 2 time points 10 weeks apart. Transcripts of these interactions provided the basis for estimating the growth in children's pro…
Progress, but not a full solution to the logical problem of language acquisition
MacWhinney argues that the logical problem of language acquisition is no longer. It was a problem back in the 1970s when the guiding premises of the field were that language structure is highly abstract, that the child's input is a poor source of information about grammar, and that the child's learning mechanisms are inadequate to bridge the gap between the input the child receives and the grammar the child acquires. Now, however, we have new lin…
Person-Centered and Variable-Centered Approaches to Longitudinal Data
As the number and scope of longitudinal investigations have expanded, so too have strategies for analyzing prospective data. Different analytic techniques are designed to answer different types of research questions. Person-centered approaches identify groups of individuals who share particular attributes or relations among attributes. They are well suited for addressing questions that concern group differences in patterns of development. Variabl…
How social contexts support and shape language development☆
Non-word repetition assesses phonological memory and is related to vocabulary development in 20- to 24-month-olds
Two studies test the hypotheses that individual differences in phonological memory among children younger than two years can be assessed using a non-word repetition task (NWR) and that these differences are related to the children's rates of vocabulary development. NWR accuracy, real word repetition accuracy and productive vocabulary were assessed in 15 children between 1 ; 9 and 2 ; 0 in Study 1 and in 21 children between 1 ; 8 and 2 ; 0 in Stud…
Context effects on young children’s language use
This article reports on two studies investigating the effect of contextual variables on young children’s language use in conversation. In Study 1, 20 children between age 1;5 and 2;2 were recorded in conversation with their mothers in three settings: mealtime, toy play, and book reading. In Study 2, 16 children between age 1;9 and 3;0 were recorded in dyadic toy play interaction with three different conversational partners: a 5-year-old older sib…
Properties of Dual Language Exposure That Influence 2-Year-Olds’ Bilingual Proficiency
The mothers of 29 Spanish English bilingual 25-month-olds kept diary records of their children’s dual language exposure and provided information on their children’s English and Spanish language development using the MacArthur–Bates inventories. Relative amount of exposure predicted language outcomes in English and Spanish. In addition, the number of different speakers from whom the children heard English and the percent of their English input tha…
Mechanisms linking phonological development to lexical development – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’
When Roger Brown selected Adam, Eve and Sarah to be the first three participants in the modern study of child language, one of the criteria was the intelligibility of their speech (Brown, 1973). According to the prevailing view at the time, accuracy of pronunciation was a peripheral phenomenon that had nothing to do with the development of language qua language. So why not study children who were easy to transcribe? One reason why not, according …
Language Development
This chapter reviews four major theoretical approaches to the study of language development: the Biological, the Linguistic, the Social Pragmatic and the Domain-General Cognitive. Each approach is described and evaluated with respect to its strengths and weaknesses. Major issues from the field are discussed, including the critical period for language, the poverty of the stimulus argument, nativism, and statistical learning. Evidence from the doma…
Dual language exposure and early bilingual development
The extant literature includes conflicting assertions regarding the influence of bilingualism on the rate of language development. The present study compared the language development of equivalently high-SES samples of bilingually and monolingually developing children from 1 ; 10 to 2 ; 6. The monolingually developing children were significantly more advanced than the bilingually developing children on measures of both vocabulary and grammar in s…
Interpreting the early language trajectories of children from low-SES and language minority homes
On average, children from low socioeconomic status (SES) homes and children from homes in which a language other than English is spoken have language development trajectories that are different from those of children from middle-class, monolingual English-speaking homes. Children from low-SES and language minority homes have unique linguistic strengths, but many reach school age with lower levels of English language skill than do middle-class, mo…
Older sibling influences on the language environment and language development of toddlers in bilingual homes
Two separate studies examined older siblings’ influence on the language exposure and language development of US-born toddlers who were being raised in bilingual homes. The participants in Study 1 were 60 children between 16 and 30 months who had heard English and another language at home from birth; 26 had older siblings, and 34 did not. The participants in Study 2 were 27 children, assessed at 22 and 30 months, who had heard English and Spanish …
The language and literacy development of young dual language learners
Expressive vocabulary development in children from bilingual and monolingual homes
Language Development
Effects and noneffects of input in bilingual environments on dual language skills in 2 1⁄2-year-olds
Recent findings suggest some properties of input in dual-language environments that influence its value for bilingual development, but the extant data base is small and sometimes inconclusive. The present study sought additional evidence regarding three quality indicators: the percent of input provided by native speakers, the number of different speakers providing input, and the frequency of language mixing. Participants were 90 thirty-month-olds…
Bilingual Development in Children of Immigrant Families
Early exposure to two languages is widely thought to guarantee successful bilingual development. Contradicting that belief, children in bilingual immigrant families who grow up hearing a heritage language and a majority language from birth often reach school age with low levels of skill in both languages. This outcome cannot be explained fully by influences of socioeconomic status. In this article, I summarize research that helps explain the traj…
Language specificity in the relation of maternal education to bilingual children’s vocabulary growth
The robust relation between maternal education and child language that is observed in monolingual populations has not been reliably replicated among bilingual children from immigrant families in the United States. We hypothesized that a variable that operates in immigrant populations-the language in which mothers achieved their highest level of education, is relevant to the benefits of maternal education to children's language growth. The partici…
Socioeconomic Status and Parenting
Socioeconomic status (SES) is a pervasive predictor of child development; parenting is a large part of the reason why. This chapter deals with a historical introduction to research on SES and parenting, followed by a discussion of definitions of SES and approaches to its measurement. It summarizes the literature on differences in parenting cognitions and parenting practices associated with SES. The chapter traces pathways of influence from SES to…
Language Matters
Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. T…
Do parents provide a helping hand to vocabulary development in bilingual children
Monolingual children identify referents uniquely in gesture before they do so with words, and parents translate these gestures into words. Children benefit from these translations, acquiring the words that their parents translated earlier than the ones that are not translated. Are bilingual children as likely as monolingual children to identify referents uniquely in gesture; and do parental translations have the same positive impact on the vocabu…
Language intervention research in early childhood care and education
Explaining Individual Differences in Trajectories of Simultaneous Bilingual Development
Effects of child and environmental factors in moderating the course of bilingual development were investigated using longitudinal data, from age 2.5 to 5 years, on 126 U.S.-born children with early exposure to Spanish and English. Multilevel models of Spanish and English expressive vocabulary identified children’s phonological memory ability as a significant predictor of both outcomes, while also replicating the effect of the relative amount of l…
Lessons from the study of input effects on bilingual development
This special issue commentary draws seven lessons from the four papers on input and bilingual development: (1) the environments in which children become bilingual vary widely, (2) capturing the relevant features of those environments is difficult, (3) input is shaped by the larger social context, (4) language skill is multifaceted, (5) the relation of input to language skill may be different for different facets of language, (6) not just input, b…
Psychology (41 obras) · Language Development and Disorders (38 obras) · Linguistics (35 obras) · Developmental psychology (32 obras) · Reading and Literacy Development (30 obras) · Language development (26 obras) · Neuroscience of multilingualism (20 obras) · Multilingual Education and Policy (18 obras) · Mathematics education (15 obras) · Vocabulary (15 obras)