Gender and patterns of language development in mother-toddler and father-toddler dyads

Abstract

The study examined parent, child, and dyadic gender effects in parent reports of words and MLUs. Mothers and fathers from 113 families completed the MacArthur Communicative Development Inventory: Toddlers when the toddlers were 1;7; half completed a follow-up at 2;0. Child gender differences in words and MLUs increased over time and parent gender differences decreased. Dyadic analyses revealed bidirectional influences. At 1;7, dyadic scores for words and MLUs displayed a descending pattern from mother—daughter, to mother—son, to father—daughter, to father—son dyads. At 2;0, the most and fewest words were reported in mother—daughter and mother—son dyads, respectively; and the longest and shortest MLUs in father—daughter and father—son dyads, respectively. The data raise questions about the ‘bridge hypothesis.’ They suggest that fathers are more likely to provide a bridge for daughters than for sons; daughters may play an active role in eliciting this behavior.