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TitleEarly lexical development: do day care attendance and maternal education matter?
Author(s)Cadime, Irene Maria Dias
Silva, Carla
Ribeiro, Iolanda
Viana, Fernanda Leopoldina
KeywordsCommunicative development inventories
Day care
Lexical development
Maternal education
Word production
Issue date2018
PublisherSAGE Publications
JournalFirst Language
CitationCadime, I., Silva, C., Ribeiro, I., & Viana, F.L. (2018). Early lexical development: Do day care attendance and maternal education matter? First Language, 38(5), 503-519. doi: 10.1177/0142723718778916.
Abstract(s)The aim of this study was to analyse the existence of differences in lexical development as a function of day care attendance and maternal education. Data were collected using the MacArthur–Bates Communicative Development Inventory: Words and Sentences. The reports of 2084 toddlers were analysed. The results for toddlers older than 24 months indicated that those from mothers with higher educational levels produced a higher number of words in all lexical categories than those from mothers with lower educational levels. When considering younger toddlers, a significant effect of maternal education was only found on the number of common nouns produced. Nevertheless, the size of these effects was small. Quantity of day care attendance had no effect on the number of words produced. No interaction effects between maternal education and day care attendance were found. These findings indicate that maternal education may be differently associated with the production of words from different lexical categories.
Publisher versionThe original publication is avalilable at
AccessRestricted access (Author)
Appears in Collections:CIEC - Artigos (Papers)

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