社交技能在12月龄儿童运动和理解性语言之间的中介作用

doi:10.12372/jcp.2024.23e0754

Abstract

Abstract:

Objective To explore the relationship between motor skills and comprehensible language development, and to examine the mediating effects of social skills on them in 12-month-old children. Methods Twelve-month-old infants in the birth cohort who underwent regular follow-up at the Child Health Clinic of Guiyang Maternal and Child Health Hospital from January 2022 to May 2023 were used as the study subjects. A questionnaire survey was performed to collect demographic information. Ages and Stages Questionnaire-Third Edition (ASQ-3) was used to evaluate infants’ motor and social skills. Comprehensible language was evaluated by using Chinese Communicative Development Inventory-Putonghua version (PCDI). Results In 12-month-old children,gross motor, fine motor and social skills were positively correlated with comprehensible language. After adjustment for covariates, social skill played a complete mediating role between gross motor [β=0.27, 95%CI(0.17-0.39)], fine motor [β=0.45, 95%CI(0.30-0.62)] and comprehensible language development in 12-month-old children. Conclusion In 12-month-old children, motor skills can indirectly contribute to the development of comprehensible language through social skills.

Key words: gross motor, fine motor, social skill, comprehensible language, mediation effect

JIAN Lanying, LUO Yan, ZHU Yan, SHEN Chengwei, TU Kexin, ZHANG Qiong, MEI Xinjie, QIN Huiling, JIN Lifang. Mediating role of social skills between motor skills and comprehensible language in 12-month-old children[J].Journal of Clinical Pediatrics, 2024, 42(5): 434-438.

Figures/Tables 5

References 27

[1]	Gonzalez SL, Alvarez V, Nelson EL. Do gross and fine motor skills differentially contribute to language outcomes? A systematic review[J]. Front Psychol, 2019, 10: 2670. doi: 10.3389/fpsyg.2019.02670 pmid: 31849775
[2]	Walle EA, Campos JJ. Infant language development is related to the acquisition of walking[J]. Dev Psychol, 2014, 50(2): 336-348. doi: 10.1037/a0033238 pmid: 23750505
[3]	陈玲, 王艾东, 谷长玉. 如何提高听障儿童生活情景中的理解性语言[J]. 中国听力语言康复科学杂志, 2021(z1): 55-56.
[4]	Deserno MK, Fuhrmann D, Begeer S, et al. Longitudinal development of language and fine motor skills is correlated, but not coupled, in a childhood atypical cohort[J]. Autism, 2023, 27(1): 133-144. doi: 10.1177/13623613221086448
[5]	毛萌, 江帆. 儿童保健学[M]. 第4版. 北京: 人民卫生出版社, 2020: 47-53.
[6]	Cheung WC, Meadan H, Xia Y. A longitudinal analysis of the relationships between social, communication, and motor skills among students with autism[J]. J Autism Dev Disord, 2021, 52(10): 4505-4518. doi: 10.1007/s10803-021-05328-7 pmid: 34677754
[7]	Hockema S A, Smith L B. Learning your language, outside-in and inside-out[J]. Linguistics, 2009, 47(2): 435-479.
[8]	Squires J, Bricker D. 年龄与发育进程问卷使用指南[M]. 第3版. 卞晓燕,译. 上海: 上海科学技术出版社, 2009: 15.
[9]	Tardif T. 汉语沟通发展量表使用手册[M]. 北京: 北京大学医学出版社, 2008: 70-71.
[10]	温忠麟, 张雷, 侯杰泰, 等. 中介效应检验程序及其应用[J]. 心理学报, 2004, 36(5): 614-620.
[11]	Libertus K, Violi DA. Sit to talk: relation between motor skills and language development in infancy[J]. Front Psychol, 2016, 7: 475. doi: 10.3389/fpsyg.2016.00475 pmid: 27065934
[12]	Smith LB. It's all connected: Pathways in visual object recognition and early noun learning[J]. Am Psychol, 2013, 68(8): 618-629. doi: 10.1037/a0034185 pmid: 24320634
[13]	Lebarton ES, Iverson JM. Fine motor skill predicts expressive language in infant siblings of children with autism[J]. Dev Sci, 2013, 16(6): 815-827. doi: 10.1111/desc.12069 pmid: 24118709
[14]	段小倩, 石慧峰, 窦妍, 等. 亲子互动对0-3岁留守儿童语言发育的影响[J]. 中国生育健康杂志, 2020, 31(5): 420-425.
[15]	Ohara R, Kanejima Y, Kitamura M, et al. Association between social skills and motor skills in individuals with autism spectrum disorder: a systematic review[J]. Eur J Investig Health Psychol Educ, 2019, 10(1): 276-296.
[16]	张颖, 王俊峰, 丁艳华. 儿童语言发育迟缓的临床特征和影响因素研究[J]. 中国儿童保健杂志, 2022, 30(8): 912-915. doi: 10.11852/zgetbjzz2021-0910
[17]	曹璟钰, 王利刚, 陶婷, 等. 母亲受教育程度与学前儿童语言早期发展的meta分析[J]. 中国心理卫生杂志, 2021, 35(12): 1019-1024.
[18]	牛杰, 陈永香, 朱莉琪. 早产儿语言发展的影响因素[J]. 中国当代儿科杂志, 2012, 14(1): 76-80.
[19]	Alcock KJ, Krawczyk K. Individual differences in language development: relationship with motor skill at 21 months[J]. Dev Sci, 2010, 13(5): 677-691. doi: 10.1111/j.1467-7687.2009.00924.x pmid: 20712734
[20]	Oudgenoeg-Paz O, Volman MC, Leseman PP. Attainment of sitting and walking predicts development of productive vocabulary between ages 16 and 28 months[J]. Infant Behav Dev, 2012, 35(4): 733-736. doi: 10.1016/j.infbeh.2012.07.010 pmid: 22982273
[21]	Morales MF, Farkas C, Aristotelous E, et al. The impact of contextual, maternal and prenatal factors on receptive language in a chilean longitudinal birth cohort[J]. Child Psychiatry Hum Dev, 2021, 52(6): 1106-1117. doi: 10.1007/s10578-020-01091-5
[22]	Cattani A, Bonifacio S, Fertz M, et al. Communicative and linguistic development in preterm children: a longitudinal study from 12 to 24 months[J]. Int J Lang Commun Disord, 2010, 45(2): 162-173. doi: 10.3109/13682820902818870 pmid: 22748029
[23]	Stillman CM, Cohen J, Lehman ME, et al. Mediators of physical activity on neurocognitive function: a review at multiple levels of analysis[J]. Front Hum Neurosci, 2016, 10: 626. doi: 10.3389/fnhum.2016.00626 pmid: 28018195
[24]	Kobaş M, Kızıldere E, Doğan I, et al. Motor skills, language development, and visual processing in preterm and full-term infants[J]. Current Psychology, 2022, 42(15): 12463-12475. doi: 10.1007/s12144-021-02658-8
[25]	Smith L, Gasser M. The development of embodied cognition: six lessons from babies[J]. Artif Life, 2005, 11(1-2): 13-29. doi: 10.1162/1064546053278973 pmid: 15811218
[26]	Hellendoorn A, Wijnroks L, Van Daalen E, et al. Motor functioning, exploration, visuospatial cognition and language development in preschool children with autism[J]. Res Dev Disabil, 2015, 39: 32-42. doi: 10.1016/j.ridd.2014.12.033 pmid: 25635383
[27]	Houwen S, Visser L, Van Der Putten A, et al. The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities[J]. Res Dev Disabil, 2016, 53-54: 19-31. doi: 10.1016/j.ridd.2016.01.012 pmid: 26851384

项目	基本特征	例数
性别	男	233（55.61）
民族	少数民族	142（33.89）
母亲受教育程度	本科及以上	298（71.12）
	高中及大专	104（24.82）
	初中及以下	17（4.06）
父亲受教育程度	本科及以上	297（70.88）
	高中及大专	99（23.63）
	初中及以下	23（5.49）
家庭月均总收入/元	≥20 000	81（19.33）
	10 000~19 999	171（40.81）
	5 000~9 999	133（31.74）
	2 000~4 999	30（7.16）
	<2 000	4（0.95）
妊娠期异常	是	202（48.21）
妊娠方式	辅助受孕	66（15.75）
孕次	1次	224（53.46）
	2次	116（27.68）
	3次	47（11.22）
	≥4次	32（7.64）
产次	1次	317（75.66）
	2次	92（21.96）
	≥3次	10（2.39）
胎数	双胎	34（8.11）
喂养方式	母乳喂养	115（27.45）
	配方奶喂养	171（40.81）
	混合喂养	133（31.74）
母亲年龄/岁	≥35	108（25.78）
父亲年龄/岁	≥35	158（37.71）
分娩方式	剖宫产	283（67.54）
出生情况	早产	98（23.39）

项目	M	SD	1	2	3	4
大运动	45.95	14.32	1.000	-	-	-
精细运动	49.76	11.59	0.352^1）	1.000	-	-
社交	46.52	12.76	0.384^1）	0.552^1）	1.000	-
理解性语言	71.15	29.15	0.170^1）	0.288^1）	0.418^1）	1.000

预测变量	方程1：理解性语言				方程2：社交				方程3：理解性语言
预测变量	β	t	R²	F	β	t	R²	F	β	t	R²	F
大运动	0.27	2.66^1）	0.08	4.94^1）	0.30	7.25^1）	0.18	12.77^1）	-0.002	-0.02	0.2	13.06^1）
社交			0.08	4.94^1）			0.18	12.77^1）	0.89	8.03^1）	0.2	13.06^1）
精细运动	0.67	5.63^1）	0.13	8.70^1）	0.57	12.59^1）	0.33	29.10^1）	0.22	1.63	0.21	13.48^1）
社交			0.13	8.70^1）			0.33	29.10^1）	0.79	6.40^1）	0.21	13.48^1）

社交（M)	理解性语言（Y）
社交（M)	直接效应（CI）	中介效应（CI）	总效应（CI）
大运动（X)	-0.002（-0.20~0.20）	0.27（0.17~0.39）^1）	0.27（0.07~0.47）^1）
精细运动（X）	0.22（-0.04~0.48）	0.45（0.30~0.62）^1）	0.67（0.44~0.90）^1）

Mediating role of social skills between motor skills and comprehensible language in 12-month-old children

RichHTML

PDF (PC)

Like

Knowledge

Abstract

Cite this article

share this article

Figures/Tables 5

References 27

Related Articles 0

Metrics

Comments

Recommended 0