Evidence map›Paper›PMID 40331228›Full record

ArticlePolicy insights from the behavioral and brain sciences2024

Supporting Early Language by Supporting Systemic Solutions.

Elika Bergelson

Abstract read
In one paragraph

Article in Policy insights from the behavioral and brain sciences, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Enhancing the Prospective Acceptability of a Paediatric Speech and Language Therapy Intervention With Parents From Under-Represented Communities.Health expectations : an international journal of public participation in health care and health policy · 2026
    Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

1 author.

Elika BergelsonPsychology Department, Harvard University, Cambridge, MA, USA.ORCID 0000-0003-2742-4797

Funding

Linguistic, Social, and Cognitive Determinants of Early Word LearningR01HD107285 · NICHD · HARVARD UNIVERSITY · PI Elika Bergelson · 2022 to 2026
$2.5M
NICHD NIH HHS R01 HD107285
6 · The paper itself

Abstract

A large body of research shows connections between infants' and toddlers' home language input and a wide range of receptive and expressive early language skills. Some facets of caretaker input and early language skills are associated with socioeconomic status (SES), though not all. Given the complexity of language learning, language use, and its many pathways of connection to SES, testing causal links between these dimensions is difficult at best. Interventions aimed at changing parent language use have seen mixed success, in part because "language infusions" generally fail to target underlying challenges facing underresourced families, and perhaps because parent language is the wrong target. System-level interventions such as paid parental leave and expansion and enrichment of childcare and early education options hold greater promise for improving families' lives, with positive repercussions for a broad range of family and child outcomes, including linguistic ones.

Indexed as

child outcomesearly childhood policylanguage developmentsocioeconomic status

Identifiers

PMID40331228
PMCPMC12054708

What OpenQuestion holds

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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.