Temperament-Language Relationships during the First Formal Year of School.

<p>The purpose of the current study was to investigate temperament-language relationships among school-age children and across a wider variety of SES. Head Start, Pre-K, and Kindergarten classes of 10 elementary schools located in rural Appalachia were sent information about the study and 35 children were consented to participate. Parents completed a short demographic survey and the Child Behavior Questionnaire Very Short Form (CBQ-VSF). Children were administered the Preschool Language Scale-4 (PLS-4). Participants were split into low and high SES groups so associations between the CBQ and PLS-4 scores could be compared at each SES strata. Both reactivity and self-regulation were associated with language outcomes, consistent with prior research. Importantly, socioeconomic status was not found to moderate observed temperament-language relationships, so prior temperament-language research findings do not seem to be an artifact of high SES samples.</p>

Name thesis:degree_name

MA (Master of Arts)

Level thesis:degree_level

Thesis - unrestricted

Discipline thesis:degree_discipline

Psychology

Year dc:date.issued

2011

Author dc:creator

• Gouge, Natasha Benfield

• school
• language
• temperament
• Child Psychology
• Developmental Psychology
• Psychology
• Social and Behavioral Sciences

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1288

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-2479