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Gene-Environment Interplay in Internalizing Problem Behavior
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Nikstat, Amelie; Beam, Christopher R.; Riemann, Rainer – Developmental Psychology, 2023
Behavior genetic methods are useful for examining mechanisms underlying the interaction between genetic and family environmental factors of internalizing problem behavior (INT). Previous twin studies, however, have shown little consistency in interaction patterns, depending on type and operationalization of measured environments. The aim of the…
Descriptors: Genetics, Family Environment, Behavior Problems, Interaction
Longitudinal Interrelations between Nonword Repetition and Vocabulary from Age Three to Five: Evidence for Within-Child Processes?
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Willard, Jessica A.; Agache, Alexandru; Kohl, Katharina; Bihler, Lilly-Marlen; Leyendecker, Birgit – Developmental Psychology, 2021
The relation between nonword repetition and vocabulary has been the focus of a theoretical controversy for several decades. The point of contention is whether the ability underlying nonword repetition drives vocabulary growth or vice versa. The present study examines longitudinal interrelations between nonword repetition and vocabulary from age 3…
Descriptors: Repetition, Vocabulary Development, German, Preschool Children
Development of Academic Vocabulary across Primary School Age: Differential Growth and Influential Factors for German Monolinguals and Language Minority Learners
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Volodina, Anna; Weinert, Sabine; Mursin, Katharina – Developmental Psychology, 2020
Academic language has been shown to significantly contribute to success across school subjects. However, to date, there are no empirical studies addressing its development across primary school age. The present study investigated the growth of academic vocabulary and influential conditions from Grades 2 to 4 based on a newly developed and…
Descriptors: Foreign Countries, Language Minorities, Academic Language, Vocabulary Development