Associations between childhood receptive vocabulary and suicide attempt during adolescence and young adulthood
Bibliographic record
Abstract
BACKGROUND: Children's language skills are key to good socioemotional development. Higher childhood receptive language scores were associated with lower internalizing behavioural problems, but little is known about their association with later suicide risk. We investigated associations between childhood receptive vocabulary scores and youth suicide attempt. METHODS: Data were from the Quebec Longitudinal Study of Child Development (n = 1631). Childhood receptive vocabulary was assessed at ages 3.5, 5, 6, and 10 years using the Peabody Picture Vocabulary Test-Revised. Suicide attempt was self-reported between ages 13 to 23 years. Univariable and multivariable analyses were conducted to investigate the associations between receptive vocabulary scores and suicide attempt while accounting for the role of sex (interaction analysis). RESULTS: = 0.022-0.120 at ages 3.5-10 years). In females, higher receptive vocabulary scores at age 3.5 years was associated with decreased odds of attempting suicide, OR = 0.82, 95% CI [0.68, 0.99], even after adjusting for covariates, OR = 0.84, 95% CI [0.68, 1.02]. Receptive vocabulary scores at ages 5 and 6 years were associated with suicide attempt, but only before adjusting for covariates. In males, no associations were found between receptive vocabulary scores at ages 3.5, 5, or 6 years and suicide attempt. Male receptive vocabulary scores at age 10 years were associated with a higher likelihood of reporting suicide attempt, although this did not reach conventional levels of statistical significance. LIMITATIONS: Attrition limits generalizability of findings. CONCLUSIONS: These results emphasize the potential role of childhood receptive vocabulary skills as a vulnerability marker for youth suicide attempt risk.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".