Effects of feedback on parent–child language with infants and toddlers in Korea

Soyeong, Pae，; Yoon, Hyunsook; Seol, Ahyoung; Gilkerson, Jill; Richards, Jeffrey A.; Ma, Lin; Topping, Keith J.

doi:10.1177/0142723716649273

Cited by 84 publications

(75 citation statements)

References 41 publications

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“…While the adult word counts from these annotations are not error free (cf. Oetting et al, 2009; Canault et al, 2015; VanDam and Silbert, 2016), correlation with human transcribers seems to be high enough to make it feasible to replicate and extend Hart and Risley's results using databases that are an order of magnitude larger (see, e.g., Weisleder and Fernald, 2013; Pae et al, 2016; Suskind et al, 2016). …”

Section: Databases Of Infant-directed Speech and Infant “Speech”mentioning

confidence: 76%

Methods for eliciting, annotating, and analyzing databases for child speech development

Beckman

Plummer

Munson

et al. 2017

Computer Speech & Language

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Methods from automatic speech recognition (ASR), such as segmentation and forced alignment, have facilitated the rapid annotation and analysis of very large adult speech databases and databases of caregiver-infant interaction, enabling advances in speech science that were unimaginable just a few decades ago. This paper centers on two main problems that must be addressed in order to have analogous resources for developing and exploiting databases of young children's speech. The first problem is to understand and appreciate the differences between adult and child speech that cause ASR models developed for adult speech to fail when applied to child speech. These differences include the fact that children's vocal tracts are smaller than those of adult males and also changing rapidly in size and shape over the course of development, leading to between-talker variability across age groups that dwarfs the between-talker differences between adult men and women. Moreover, children do not achieve fully adult-like speech motor control until they are young adults, and their vocabularies and phonological proficiency are developing as well, leading to considerably more within-talker variability as well as more between-talker variability. The second problem then is to determine what annotation schemas and analysis techniques can most usefully capture relevant aspects of this variability. Indeed, standard acoustic characterizations applied to child speech reveal that adult-centered annotation schemas fail to capture phenomena such as the emergence of covert contrasts in children's developing phonological systems, while also revealing children's nonuniform progression toward community speech norms as they acquire the phonological systems of their native languages. Both problems point to the need for more basic research into the growth and development of the articulatory system (as well as of the lexicon and phonological system) that is oriented explicitly toward the construction of age-appropriate computational models.

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Section: Databases Of Infant-directed Speech and Infant “Speech”mentioning

confidence: 76%

Methods for eliciting, annotating, and analyzing databases for child speech development

Beckman

Plummer

Munson

et al. 2017

Computer Speech & Language

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“…Other studies have discovered a link between aspects of caregiver speech and speech processing efficiency , and with children's brain responses to speech sounds (Garcia-Sierra et al, 2011;Romeo et al, 2018). (Canault, Le Normand, Foudil, Loundon, & Thai-Van, 2015), Spanish , Mandarin (Gilkerson et al, 2015), Korean (Pae et al, 2016), and Dutch (Busch, Sangen, Vanpoucke, & Wieringen, 2017). These studies found that the LENAgenerated adult word counts were not necessarily accurate; they tended to underestimate the amount of word counts in the recordings.…”

Section: The Present Researchmentioning

confidence: 99%

“…French, Mandarin and Korean (Canault, Le Normand, Foudil, Loundon, & Thai-Van, 2015;Gilkerson et al, 2015;Pae et al, 2016;. The LENA recording system was originally designed to be used in intervention programs to promote effective interactions between parents and their children.…”

Section: Assessing Language Input At Homementioning

confidence: 99%

Growing up bilingual: examining the language input and word segmentation abilities of bilingual infants

Orena¹

2019

Preprint

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Infants’ early language experiences play a critical role on their language development. In this dissertation, I explored the nature of this relationship in a bilingual context. Specifically, I investigated how bilingual caregivers are providing language input to their infants, and how global measures of this bilingual experience affect early word segmentation (i.e., the ability to recognize words in a sentential context). This work is important for understanding the factors that contribute to the developmental trajectory and processing capacities of bilingual infants. In the first part of this dissertation, I assessed research methods for examining the language input to bilingual infants. To do so, I recruited twenty-one French-English bilingual families with a 10-month-old infant from Montréal, Canada. These families completed language interviews and contributed three full-day recordings at home using the LENA (Language Environment Analysis) recording system. Chapter 2 provides support for using the LENA recording system for investigating the language input in bilingual infants, and Chapter 3 shows that caregivers are reliable at describing their infants’ language experience at home. Next, I described the variability in language experiences within bilingual infants, and how these language experiences might affect word segmentation. In Chapter 4, I recruited 8- and 10-month-old infants from monolingual and bilingual homes. Our findings confirm that monolingual infants can segment bisyllabic words in their native language, but not a non-native language. Critically, our findings reveal that some bilingual infants are able to segment bisyllabic words in both of their native languages by 8-months of age. Interestingly, exploratory analyses suggest that infants’ word segmentation skills in our dual-language task are bolstered if they hear more language mixing from their caregivers. In sum, this dissertation contributes to the growing literature that highlights the wide variability in bilingual language experiences, and their effects on early speech processing skills. Indeed, examining the language experiences and skills of bilingual-learning infants provides us with a unique lens for investigating language acquisition and development.

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“…Overall it seemed that LENA AWC and CT counts could be applied to the Korean language context (Pae, Yoon, Seol, Gilkerson, Richards, Ma, & Topping, 2016).…”

Section: Korea Assessmentmentioning

confidence: 99%

“…This indicated that feedback worked better for the below average group than the above average group. Korean parents whose linguistic environment was below average adapted their communicative interaction in response to linguistic feedback (Pae, Yoon, Seol, Gilkerson, Richards, Ma, & Topping, 2016).…”

Section: Korea Interventionmentioning

confidence: 99%

Enhancing parent-child language interaction in the pre-school years

Topping¹

2018

Promoting Academic Talk in Schools

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Language interaction between parents and pre-school infants and children is extremely important, as children's brains are developing at a speed they will never approach again. High quality interaction enhances child language development, which in turn predicts better performance later in school and employment. Parents commonly over-estimate how much they talk with their preschool children, so some form of structured feedback is needed to help them to see the possibilities. The Language Environment Analysis (LENA) system automatically analyses large amounts of parent-child language interaction and yields quantitative feedback which can cause parents to enhance their interactions. This chapter focuses on how parents can be encouraged to engage in high quality language interaction with their pre-school children, in relation to adult word count but particularly in relation to conversational turns. Parents below average in language interaction showed significant and sustained gains. The chapter looks at studies in the US but also in China and Korea, examining universal imperatives irrespective of the actual language involved. LENA is now being introduced into schools, although detailed evaluation is awaited.

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Effects of feedback on parent–child language with infants and toddlers in Korea

Cited by 84 publications

References 41 publications

Methods for eliciting, annotating, and analyzing databases for child speech development

Methods for eliciting, annotating, and analyzing databases for child speech development

Growing up bilingual: examining the language input and word segmentation abilities of bilingual infants

Enhancing parent-child language interaction in the pre-school years

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