Skip to Main Content

Clinical Psychology and Special Education
2025. Vol. 14, no. 3, 200–220
doi:10.17759/cpse.2025140313
ISSN: 2304-0394 (online)

Development and validation of a Picture Test for assessing the passive vocabulary of children aged 4–8 years

 
Audio is AI-generated
37

, , , ,

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

Context and relevance. The assessment of children’s language development is in demand in both educational and clinical practice. Existing assessment methods either require significant time investment or specialized diagnostic qualifications. To address these issues, a new Picture Test has been developed to assess the passive vocabulary of children aged 4–8 years old. Objective. To validate the newly developed Picture Test on a sample of Russian-speaking typically developing children aged 4–8 years. Methods and materials. The study involved 1508 children aged 4.5 to 8.5 years, divided into eight age groups with six-month intervals. In addition to the Picture Test for passive vocabulary assessment, children were also tested using the Verbal Fluency Test and the Narrative Elicitation Method. Results. The findings demonstrated the test’s reliability (internal consistency: Cronbach’s α = 0.735; test-retest reliability: Pearson’s rho ranging from 0.75 to 0.97 across different indicators and age groups), a high degree of internal validity (assessed using the post-hoc Tukey criterion), and high external validity (Pearson’s rho = 0.163 for the Narrative Elicitation Method and 0.364 for the Verbal Fluency Test). Conclusions. The Picture Test for passive vocabulary assessment has been shown to be a reliable and valid tool for evaluating children’s language development.

General Information

Keywords: language development assessment, picture test, passive (receptive) vocabulary, preschool age, primary school age

Journal rubric: Methods and Techniques

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2025140313

Funding. The study was supported by the Russian Science Foundation, project number 23-78-30005, https://rscf.ru/en/project/23-78-30005/.

Received 21.03.2025

Revised 18.09.2025

Accepted

Published

For citation: Oshchepkova, E.S., Kartushina, N.A., Aslanova, M.S., Dmitrieva, M.E., Airapetyan, Z.V. (2025). Development and validation of a Picture Test for assessing the passive vocabulary of children aged 4–8 years. Clinical Psychology and Special Education, 14(3), 200–220. (In Russ.). https://doi.org/10.17759/cpse.2025140313

© Oshchepkova E.S., Kartushina N.A., Aslanova M.S., Dmitrieva M.E., Airapetyan Z.V., 2025

License: CC BY-NC 4.0

References

  1. Бухаленкова, Д.А., Веракса, А.Н., Гусева, У.Д., Ощепкова, Е.С. (2024). Взаимосвязь объема словарного запаса и понимания эмоций у детей в возрасте 5–7 лет. Вестник Московского университета. Серия 14. Психология, 47(4), 150—176. https://doi.org/11621/LPJ-24-44
    Bukhalenkova, D.A., Veraksa, A.N. Guseva, U.D., Oshchepkova, E.S. (2024). The relationship between vocabulary size and emotion understanding in children aged 5–7 years. Lomonosov Psychology Journal, 47(4), 150—176. (In Russ.). https://doi.org/10.11621/LPJ-24-44
  2. Веракса, А.Н., Алмазова, О.В., Ощепкова, Е.С., Бухаленкова, Д.А. (2021). Диагностика развития речи в старшем дошкольном возрасте: батарея нейропсихологических методик и нормы. Клиническая и специальная психология, 10(3), 256—282. https://doi.org/10.17759/cpse.2021100313
    Veraksa, A.N., Almazova, O.V., Oshchepkova, E.S., Bukhalenkova, D.A. (2021). Assessment of speech development in senior preschool age: The battery of neuropsychological tests and norms. Clinical Psychology and Special Education, 10(3), 256—282. (In Russ.). https://doi.org/10.17759/cpse.2021100313
  3. Веракса, А.Н., Куриленко, В.Б., Новикова, И.А. (2023). Феноменология детства в современных контекстах. Вестник Российского университета дружбы народов. Серия: Психология и педагогика, 20(3), 419—430. https://doi.org/22363/2313-1683-2023-20-3-419-430
    Veraksa, A.N., Kurylenko, V.B., Novikova, I.A. (2023). The phenomenology of childhood in modern contexts. RUDN Journal of Psychology and Pedagogics, 20(3), 419—430. (In Russ.). https://doi.org/10.22363/2313-1683-2023-20-3-419-430
  4. Вучичевич, Б. (2023). Ответы младших школьников на задания стандартных прогрессивных матриц Равена: логический и психологический анализ. Теоретическая и Экспериментальная Психология, 1, 63—78. https://doi.org/10.24412/TEP-23-4
    Vucicevich, B. (2023). Answers of primary school students to the tasks of the standard progressive Raven matrices: logical and psychological analysis. Theoretical and Experimental Psychology, 1, 63—78. (In Russ.). https://doi.org/10.24412/TEP-23-4
  5. Гвоздев, А.Н. (2008). Формирование у ребенка грамматического строя русского языка. М.: РГБ.
    Gvozdev, A.N. (2008). The formation of a child’s grammatical structure of the Russian language. Moscow: RGB. (In Russ.).
  6. Гомозова, М.А., Арутюнян, В.Г., Лопухина, А.А., Драгой, О.В. (2021). Инструмент для комплексного обследования речевых навыков КОРАБЛИК и опыт его применения в группе младших школьников с РАС. Аутизм и нарушения развития, 19(4), 24—31. https://doi.org/10.17759/autdd.2021190403
    Gomozova, M.A., Arutiunian, V.G., Lopukhina, A.A., Dragoy, O.V. (2021). Russian Child Language Assessment Battery (RuCLAB) and its application in primary school children with ASD. Autism and Developmental Disorders, 19(4), 24—31. (In Russ.). https://doi.org/10.17759/autdd.2021190403
  7. Елисеева, М.Б., Рыскина, В.Л., Вершинина, Е.А. (2016). Макартуровский опросник: русская версия. Оценка речевого и коммуникативного развития детей раннего возраста: нормы развития, образцы анализа, комментарии. Иваново: Листос.
    Eliseeva, M.B., Ryskina, V.L., Vershinina, E.A. (2016). The MacArthur questionnaire: Russian Assessment of speech and communication development of young children: norms of development, analysis samples, comments. Ivanovo: Listos. (In Russ.).
  8. Картушина, Н.А., Ощепкова, Е.С., Алмазова, О.В., Бухаленкова, Д.А. (2022). Опыт использования методики Пибоди в оценке пассивного словарного запаса дошкольников. Клиническая и специальная психология, 11(4), 205—232. https://doi.org/10.17759/cpse.2022110409
    Kartushina, N.A., Oshchepkova, E.S., Almazova, O.V., Bukhalenkova, D.A. (2022). The use of Peabody Tool in the assessment of passive vocabulary in preschoolers. Clinical Psychology and Special Education, 11(4), 205—232. (In Russ.). https://doi.org/10.17759/cpse.2022110409
  9. Корнеев, А.А., Ломакин, Д.И., Курганский, А.В., Мачинская, Р.И. (2024). Запоминание детьми 9–11 лет вербальных и невербальных последовательностей при статическом и динамическом их предъявлении. Национальный психологический журнал, 19(4), 132—147. https://doi.org/10.11621/npj.2024.0409
    Korneev, A.A., Lomakin, D.I., Kurgansky, A.V., Machinskaya, R.I. (2024). Memorization of verbal and non-verbal sequences by children aged 9–11 years with static and dynamic National Psychological Journal, 19(4), 132—147. (In Russ.). https://doi.org/10.11621/npj.2024.0409
  10. Морковина, О.И., Гишкаева, Л.Н., Шарапкова, А.А. (2023). Тест на называние изображений: лингвистические проблемы метода и пути их решения. Russian Journal of Linguistics, 27(3), 715—744. https://doi.org/10.22363/2687-0088-34934
    Morkovina, I., Gishkaeva, L.N., Sharapova, A.A. (2023). Image naming test: linguistic problems of the method and ways to solve them. Russian Journal of Linguistics, 27(3), 715—744. (In Russ.). https://doi.org/10.22363/2687-0088-34934
  11. Балашова, Е.Ю., Ковязина, М.С. (2010). Нейропсихологическая диагностика. Классические стимульные материалы. СПб.: Питер.
    Balashova, Yu., Kovyazina, M.S. (2010). Neuropsychological diagnostics. Classical incentive materials. St. Petersburg: Peter. (In Russ.).
  12. Пашнева, С.А. (2013). К разработке словаря норм именования изображений действий. Ученые записки. Электронный научный журнал Курского государственного университета, 3-1(27), 142—150.
    Pashneva, S.A. (2013). Towards the development of a dictionary of norms for naming action Scientific notes. Electronic Scientific Journal of Kursk State University, 3-1(27), 142—150.
  13. Филиппова, М.Г., Андриянова, Н.В., Чернов, Р.В. (2023). Что скрывается за «недостатками многозначности» при восприятии двойственных изображений? Российский психологический журнал, 20(3), 206—219. https://doi.org/10.21702/rpj.2023.3.11
    Filippova, M.G., Andrianova, N.V., Chernov, R.V. (2023). What lies behind the “Ambiguity Disadvantages” when perceiving dual images? Russian Psychological Journal, 20(3), 206—219. (In Russ.). https://doi.org/10.21702/rpj.2023.3.11
  14. Хотинец, В.Ю., Шишова, Е.О., Новгородова, Ю.О., Кожевникова, О.В., Медведева, Д.С. (2023). Когнитивная регуляция младших школьников-билингвов в процессе изучения третьего языка. Образование и саморазвитие, 18(3), 215—229. https://doi.org/10.26907/esd.18.3.14
    Khotinets, V.Yu., Shishova, E.O., Novgorodova, Yu.O., Kozhevnikova, O.V., Medvedeva, D.S. (2023). Cognitive regulation of younger bilingual schoolchildren in the process of learning a third language. Education and Self-Development, 18(3), 215—229. (In Russ.). https://doi.org/10.26907/esd.18.3.14
  15. Шевелева, Д.Е. (2023). Дети с нарушениями речи в инклюзивном детском саду: каким образом выстроить коммуникацию. Современное дошкольное образование, 2(116), 34—43. https://doi.org/10.24412/2782-4519-2023-2116-34-43
    Sheveleva, E. (2023). Children with speech disorders in an inclusive kindergarten: how to build communication. Modern Preschool Education, 2(116), 34—43. (In Russ.). https://doi.org/10.24412/2782-4519-2023-2116-34-43
  16. Bell, C., Bierstedt, L., Hu, T.A., Ogren, M., Reider, L.B., LoBue, V. (2024). Learning through language: The importance of emotion and mental state language for children’s social and emotional learning. Social and Emotional Learning: Research, Practice, and Policy, 4, art. 100061. https://doi.org/10.1016/j.sel.2024.100061
  17. Cheung, P.S.P., Lee, K.Y.S., Lee, L.W.T. (1997). The development of the ‘Cantonese Receptive Vocabulary Test’ for children aged 2–6 in Hong Kong. International Journal of Language and Communication Disorders, 32(1), 127—138. https://doi.org/10.3109/13682829709021465
  18. Clark, E.V., Casillas, M. (2015). First language acquisition. In: The Routledge handbook of linguistics (p. 311—328). Routledge.
  19. Denman, D., Speyer, R., Munro, N., Pearce, W.M., Chen, Y.W., Cordier, R. (2017). Psychometric properties of language assessments for children aged 4–12 years: A systematic review. Frontiers in psychology, 8, art. 1515. https://doi.org/10.3389/fpsyg.2017.01515
  20. Dujardin, E., Auphan, P., Bailloud, N., Ecalle, J., Magnan, A. (2021). Tools and teaching strategies for vocabulary assessment and instruction: A review. Social Education Research, 34—66. https://doi.org/37256/ser.3120221044
  21. Dunn, L.M., Dunn, D.M. (2007). Peabody Picture Vocabulary Test — Fourth Edition (PPVT-4). Minneapolis, MN: Pearson Assessments. https://doi.org/10.1037/t15144-000
  22. Eriksson, M., Marschik, P.B., Tulviste, T., Almgren, M., Pérez Pereira, M., Wehberg, S., Gallego, C. (2012). Differences between girls and boys in emerging language skills: Evidence from 10 language communities. British Journal of Developmental Psychology, 30(2), 326—343. https://doi.org/10.1111/j.2044-835X.2011.02042.x
  23. Etchell, A., Adhikari, A., Weinberg, L.S., Choo, A.L., Garnett, E.O., Chow, H.M., Chang, S.E. (2018). A systematic literature review of sex differences in childhood language and brain development. Neuropsychologia, 114, 19—31. https://doi.org/10.1016/j.neuropsychologia.2018.04.011
  24. Gleason, J.B., Ratner, N.B. (2022). The development of language. Plural Publishing.
  25. Grigoriev, A., Oshhepkov, I. (2013). Objective age of acquisition norms for a set of 286 words in Russian: Relationships with other psycholinguistic variables. Behavior Research Methods, 45, 1208—1217. https://doi.org/10.3758/s13428-013-0319-0
  26. Güngör, B., Önder, A. (2022). Development of English Picture Vocabulary Test as an assessment tool for very young EFL learners’ receptive and expressive language skills. Early Education and Development, 34(2), 572—589. https://doi.org/10.1080/10409289.2022.2043134
  27. Gyllstad, H., Vilkaitė, L., Schmitt, N. (2015). Assessing vocabulary size through multiple-choice formats: Issues with guessing and sampling rates. ITL — International Journal of Applied Linguistics, 166(2), 278—306. https://doi.org/10.1075/itl.166.2.04gyl
  28. Kremmel, B., Schmitt, N. (2016). Interpreting vocabulary test scores: What do various item formats tell us about learners’ ability to employ words? Language Assessment Quarterly, 13(4), 377—392. https://doi.org/10.1080/15434303.2016.1237516
  29. Macheta, K., Gut, A., Pons, F. (2023). The link between emotion comprehension and cognitive perspective taking in theory of mind (ToM): A study of preschool children. Frontiers in Psychology, 14, art. 1150959. https://doi.org/10.3389/fpsyg.2023.1150959
  30. Martin, N., Brownell, R. (2010). Receptive one-word picture vocabulary test (4th ed.). Novato: Academic Therapy Publications.
  31. Mather, N., Wendling, B.J. (2014). Woodcock-Johnson IV Tests of Oral Language: Examiner’s manual. Rolling Meadows: Riverside.
  32. Mozzanica, F., Salvadorini, R., Sai, E., Pozzoli, R., Maruzzi, P., Scarponi, L., Schindler, A. (2016). Reliability, validity and normative data of the Italian version of the Bus Story test. International Journal of Pediatric Otorhinolaryngology, 89, 17—24. https://doi.org/10.1016/j.ijporl.2016.07.029
  33. Narayan, R., Goundar, P. (2024). Vocabulary learning in language acquisition: A literature review on the development of words knowledge in early childhood. European Journal of Foreign Language Teaching, 8(1), 1—10. https://org/10.46827/ejfl.v8i1.5181
  34. Olabarrieta-Landa, L., Rivera, D., Ibáñez-Alfonso, J.A., Albaladejo-Blázquez, N., Martín-Lobo, P., Delgado-Mejía, I.D., Lara, L., Rabago Barajas, B.V., Rodriguez Salgado, A.M., Paredes Quispe, L.A., Romero-García, I., Velázquez-Cardoso, J., García de la Cadena, C., Fernandez-Agis, I., Padilla-López, A., Hernández Agurcia, G.P., Marín-Morales, A., Corral San José, A., Arango-Lasprilla, J. C. (2017a). Peabody Picture Vocabulary Test-III: Normative data for Spanish-speaking pediatric population. NeuroRehabilitation, 41(3), 687—694. https://doi.org/10.3233/NRE-172239
  35. Olabarrieta-Landa, L., Rivera, D., Lara, L., Rute-Pérez, S., Rodríguez-Lorenzana, A., Galarza-Del-Angel, J., Peñalver Guia, A.I., Ferrer-Cascales, R., Velázquez-Cardoso, J., Campos Varillas, A.I., Ramos-Usuga, D., Chino-Vilca, B., Aguilar Uriarte, M.A., Martín-Lobo, P., García de la Cadena, C., Postigo-Alonso, B., Romero-García, I., Rabago Barajas, B.V., Irías Escher, M.J., Arango-Lasprilla, J.C. (2017b). Verbal fluency tests: Normative data for Spanish-speaking pediatric population. NeuroRehabilitation, 41(3), 673—686. https://doi.org/10.3233/NRE-172240
  36. Ramsook, K.A, Welsh, J.A, Bierman, K.L. (2020). What you say, and how you say it: Preschoolers’ growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation. Social Development, 29(3), 783—800. https://doi.org/10.1111/sode.12425
  37. Rautakoski, P., Ursin, P., Carter, A.S., Kaljonen, A., Nylund, A., Pihlaja, P. (2021). Communication skills predict social-emotional competencies. Journal of Communication Disorders, 93, art. 106138. https://doi.org/10.1016/j.jcomdis.2021.106138
  38. Rosselli, M., Ardila, A., Salvatierra, J., Marquez, M., Luis, M., Weekes, V.A. (2002). A cross-linguistic comparison of verbal fluency tests. International Journal of Neuroscience, 112(6), 759—776. https://doi.org/10.1080/00207450290025752
  39. Rzhanova, I.E., Alekseeva, O.S., Boldyreva, A.Ya., Nikolaeva, A.Yu., Burdukova, Yu.A. (2023). Verbal abilities: Sex differences in children at different ages. Psychology in Russia: State of the Art, 16(2), 22—32. https://doi.org/10.11621/pir.2023.0202
  40. Sarmento-Henrique, R., Quintanilla, L., Lucas-Molina, B., Recio, P., Gimenez-Dasi, M. (2020). The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool International Journal of Behavioral Development, 44(3), 236—245. https://doi.org/10.1177/0165025419866907
  41. Schmitt, N. (2014). Size and depth of vocabulary knowledge: What the research shows. Language learning, 64(4), 913—951. https://doi.org/1111/lang.12077
  42. Shao, Z., Janse, E., Visser, K., Meyer, A.S. (2014). What do verbal fluency tasks measure? Predictors of verbal fluency performance in older adults. Frontiers in Psychology, 5, art. 772. https://doi.org/10.3389/fpsyg.2014.00772
  43. Shahaeian, A., Haynes, M., Frick, P.J. (2023). The role of language in the association between theory of mind and executive functioning in early childhood: new longitudinal evidence. Early Childhood Research Quarterly, 62, 251—258. https://doi.org/10.1016/j.ecresq.2022.09.003
  44. Schrank, F.A., Mather, N., McGrew, K.S. (2014). Woodcock-Johnson IV tests of oral language. Rolling Meadows: Riverside.
  45. Spataro, P., Morelli, M., Pirchio, S., Costa, S., Longobardi, E. (2024). Exploring the relations of executive functions with emotional, linguistic, and cognitive skills in preschool children: parents vs. teachers reports. European Journal of Psychology of Education, 39, 1045—1067. https://doi.org/10.1007/s10212-023-00749-7
  46. Steele, S.C., Gibbons, L.G. (2023). Vocabulary assessment techniques: Perspectives of school-based speech-language pathologists. Communication Disorders Quarterly, 44(2), 79—88. https://doi.org/10.1177/15257401221088241
  47. Suggate, S., Schaughency, E., McAnally, H., Reese, E. (2018). From infancy to adolescence: The longitudinal links between vocabulary, early literacy skills, oral narrative, and reading comprehension. Cognitive Development, 47, 82—95. https://doi.org/10.1016/j.cogdev.2018.04.005
  48. Vehkavuori, S.M., Kämäräinen, M., Stolt, S. (2021). Early receptive and expressive lexicons and language and pre-literacy skills at 5,0 years — A longitudinal study. Early Human Development, 156, 105345. https://doi.org/10.1016/j.earlhumdev.2021.105345
  49. Walker, S.P., Chang, S.M., Wright, A.S., Pinto, R., Heckman, J.J., Grantham-McGregor, S.M. (2022). Cognitive, psychosocial, and behaviour gains at age 31 years from the Jamaica early childhood stimulation trial. Journal of Child Psychology and Psychiatry, 63(6), 626—635. https://doi.org/1111/jcpp.13499
  50. Wallace, G., Hammill, D.D. (2002). Comprehensive receptive and expressive vocabulary test. Austin, TX: Pro-Ed.
  51. Wechsler, D. (2014). Wechsler intelligence scale for children. 5th ed. Bloomington, MN: Pearson.
  52. Wiig, E.H., Semel, E., Secord, W.A. (2013). Clinical Evaluation of Language Fundamentals. Fifth Edition (CELF-5). Minneapolis, MN.: Pearson.

Information About the Authors

Ekaterina S. Oshchepkova, Candidate of Science (Philology), senior researcher, labarotary of child's psychology and digital socialization, Federal Scientific Center for Psychological and Interdisciplinary Research (FSC PMI), Researcher, Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-6199-4649, e-mail: oshchepkova_es@iling-ran.ru

Natalia A. Kartushina, Candidate of Science (Psychology), Researcher, Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Post-Doc researcher, Faculty of Psychology, University of Oslo, Oslo, Norway, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-4650-5832, e-mail: natalia.kartushina@psykologi.uio.no

Margarita S. Aslanova, Research Associate, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-3150-221X, e-mail: simomargarita@yandex.ru

Maria E. Dmitrieva, Researcher, Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0002-9461-1859, e-mail: m.dmitrieva9627@yandex.ru

Zlata V. Airapetyan, Junior researcher, Department of Psychology of Education and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-4466-9799, e-mail: zlata.a.v@yandex.ru

Contribution of the authors

Ekaterina S. Oshchepkova — ideas, planning of the research; control over the research.

Natalia A. Kartushina — annotation; application of statistical, mathematical or other methods for data analysis.

Margarita S. Aslanova — writing and design of the manuscript

Maria E. Dmitrieva — conducting the experiment; data collection and analysis.

Zlata V. Airapetyan — visualization of research results.

All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study and consent procedures were approved by the Ethics Committee of Faculty of Psychology at Lomonosov Moscow State University (the approval No: 2023/18). Written informed consent to participate in this study was provided by the participants’ legal guardian/next of kin.

Metrics

 Web Views

Whole time: 123
Previous month: 81
Current month: 5

 PDF Downloads

Whole time: 37
Previous month: 28
Current month: 1

 Total

Whole time: 160
Previous month: 109
Current month: 6