scholarly journals Infants’ neural oscillatory processing of theta-rate speech patterns exceeds adults’

2017 ◽  
Author(s):  
Victoria Leong ◽  
Elizabeth Byrne ◽  
Kaili Clackson ◽  
Naomi Harte ◽  
Sarah Lam ◽  
...  
Keyword(s):  
Language Learning ◽  
Speech Signal ◽  
Phase Locking ◽  
Temporal Structure ◽  
Neural Mechanism ◽  
Temporal Analysis ◽  
Early Years ◽  
Sensitive Period ◽  
Phonotactic Learning ◽  
Temporal Focus

ABSTRACTDuring their early years, infants use the temporal statistics of the speech signal to boot-strap language learning, but the neural mechanisms that facilitate this temporal analysis are poorly understood. In adults, neural oscillatory entrainment to the speech amplitude envelope has been proposed to be a mechanism for multi-time resolution analysis of adult-directed speech, with a focus on Theta (syllable) and low Gamma (phoneme) rates. However, it is not known whether developing infants perform multi-time oscillatory analysis of infant-directed speech with the same temporal focus. Here, we examined infants’ processing of the temporal structure of sung nursery rhymes, and compared their neural entrainment across multiple timescales with that of well-matched adults (their mothers). Typical infants and their mothers (N=58, median age 8.3 months) viewed videos of sung nursery rhymes while their neural activity at C3 and C4 was concurrently monitored using dual-electroencephalography (dual-EEG). The accuracy of infants’ and adults’ neural oscillatory entrainment to speech was compared by calculating their phase-locking values (PLVs) across the EEG-speech frequency spectrum. Infants showed better phase-locking than adults at Theta (~4.5 Hz)and Alpha (~9.3 Hz) rates, corresponding to rhyme and phoneme patterns in our stimuli. Infant entrainment levels matched adults’ for syllables and prosodic stress patterns (Delta,~1-2 Hz). By contrast, infants were less accurate than adults at tracking slow (~0.5 Hz) phrasal patterns. Therefore, compared to adults, language-learning infants’ temporal parsing of the speech signal shows highest relative acuity at Theta-Alpha rates. This temporal focus could support the accurate encoding of syllable and rhyme patterns during infants’ sensitive period for phonetic and phonotactic learning. Therefore, oscillatory entrainment could be one neural mechanism that supports early bootstrapping of language learning from infant-directed speech (such as nursery rhymes).

scholarly journals Slow phase-locked endogenous modulations support selective attention to sound

2021 ◽  
Author(s):  
Magdalena Kachlicka ◽  
Aeron Laffere ◽  
Fred Dick ◽  
Adam Tierney
Keyword(s):  
Selective Attention ◽  
Phase Locking ◽  
Temporal Structure ◽  
Presentation Rate ◽  
Neural Mechanism ◽  
Slow Phase ◽  
Tone Duration ◽  
Attentional Modulation ◽  
Auditory Responses ◽  
Passive Response

AbstractTo make sense of complex soundscapes, listeners must select and attend to task-relevant streams while ignoring uninformative sounds. One possible neural mechanism underlying this process is alignment of endogenous oscillations with the temporal structure of the target sound stream. Such a mechanism has been suggested to mediate attentional modulation of neural phase-locking to the rhythms of attended sounds. However, such modulations are compatible with an alternate framework, where attention acts as a filter that enhances exogenously-driven neural auditory responses. Here we attempted to adjudicate between theoretical accounts by playing two tone steams varying across condition in tone duration and presentation rate; participants attended to one stream or listened passively. Attentional modulation of the evoked waveform was roughly sinusoidal and scaled with rate, while the passive response did not. This suggests that auditory attentional selection is carried out via phase-locking of slow endogenous neural rhythms.

scholarly journals Syllables in Sync Form a Link: Neural Phase-locking Reflects Word Knowledge during Language Learning

2020 ◽  
Vol 32 (9) ◽  
pp. 1735-1748 ◽  
Author(s):  
Laura Batterink
Keyword(s):  
Language Learning ◽  
Phase Locking ◽  
Building Blocks ◽  
Oscillatory Activity ◽  
Word Knowledge ◽  
Subjective Perception ◽  
Rate Oscillations ◽  
Word Rate ◽  
Linguistic Units ◽  
Small Building

Language is composed of small building blocks, which combine to form larger meaningful structures. To understand language, we must process, track, and concatenate these building blocks into larger linguistic units as speech unfolds over time. An influential idea is that phase-locking of neural oscillations across different levels of linguistic structure provides a mechanism for this process. Building on this framework, the goal of the current study was to determine whether neural phase-locking occurs more robustly to novel linguistic items that are successfully learned and encoded into memory, compared to items that are not learned. Participants listened to a continuous speech stream composed of repeating nonsense words while their EEG was recorded and then performed a recognition test on the component words. Neural phase-locking to individual words during the learning period strongly predicted the strength of subsequent word knowledge, suggesting that neural phase-locking indexes the subjective perception of specific linguistic items during real-time language learning. These findings support neural oscillatory models of language, demonstrating that words that are successfully perceived as functional units are tracked by oscillatory activity at the matching word rate. In contrast, words that are not learned are processed merely as a sequence of unrelated syllables and thus not tracked by corresponding word-rate oscillations.

scholarly journals Detecting the temporal structure of intermittent phase locking

2011 ◽  
Vol 84 (1) ◽  
Author(s):  
Sungwoo Ahn ◽  
Choongseok Park ◽  
Leonid L. Rubchinsky
Keyword(s):  
Phase Locking ◽  
Temporal Structure

Swarm of Sound-to-Light Conversion Devices to Monitor Acoustic Communication Among Small Nocturnal Animals

2017 ◽  
Vol 29 (1) ◽  
pp. 255-267 ◽  
Author(s):  
Takeshi Mizumoto ◽  
◽  
Ikkyu Aihara ◽  
Takuma Otsuka ◽  
Hiromitsu Awano ◽  
...  
Keyword(s):  
Acoustic Communication ◽  
Field Experiments ◽  
Imaging System ◽  
Temporal Structure ◽  
Natural Habitat ◽  
Field Studies ◽  
Temporal Analysis ◽  
Video Camera ◽  
Battery Life ◽  
Light Intensities

[abstFig src='/00290001/24.jpg' width='300' text='Sound-to-light conversion devices, Fireflies, in Oki Island and their lighting pattern of frog calling' ] While many robots have been developed to monitor environments, most studies are dedicated to navigation and locomotion and use off-the-shelf sensors. We focus on a novel acoustic device and its processing software, which is designed for a swarm of environmental monitoring robots equipped with the device. This paper demonstrates that a swarm of monitoring devices is useful for biological field studies, i.e., understanding the spatio-temporal structure of acoustic communication among animals in their natural habitat. The following processes are required in monitoring acoustic communication to analyze the natural behavior in the field: (1) working in their habitat, (2) automatically detecting multiple and simultaneous calls, (3) minimizing the effect on the animals and their habitat, and (4) working with various distributions of animals. We present a sound-imaging system using sound-to-light conversion devices called “Fireflies” and their data analysis method that satisfies the requirements. We can easily collect data by placing a swarm (dozens) of Fireflies and record their light intensities using an off-the-shelf video camera. Because each Firefly converts sound in its vicinity into light, we can easily obtain when, how long, and where animals call using temporal analysis of the Firefly light intensities. The device is evaluated in terms of three aspects: volume to light-intensitycharacteristics, battery life through indoor experiments, and water resistance via field experiments. We also present the visualization of a chorus of Japanese tree frogs (<span class=”bold”>Hyla japonica</span>) recorded in their habitat, that is, paddy fields.

scholarly journals Personality, Category, and Cross-Linguistic Speech Sound Processing: A Connectivistic View

2014 ◽  
Vol 2014 ◽  
pp. 1-8
Author(s):  
Yizhou Lan ◽  
Will X. Y. Li
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Speech Signal ◽  
Speech Sound ◽  
Human Perception ◽  
Sound Processing ◽  
Signal Perception ◽  
Category Formation ◽  
Sound Category ◽  
And Linguistics

Category formation of human perception is a vital part of cognitive ability. The disciplines of neuroscience and linguistics, however, seldom mention it in the marrying of the two. The present study reviews the neurological view of language acquisition as normalization of incoming speech signal, and attempts to suggest how speech sound category formation may connect personality with second language speech perception. Through a questionnaire, (being thick or thin) ego boundary, a correlate found to be related to category formation, was proven a positive indicator of personality types. Following the qualitative study, thick boundary and thin boundary English learners native in Cantonese were given a speech-signal perception test using an ABX discrimination task protocol. Results showed that thick-boundary learners performed significantly lower in accuracy rate than thin-boundary learners. It was implied that differences in personality do have an impact on language learning.

scholarly journals Children’s perspectives on the use of robotics for second language learning in the early years of primary education: a pilot study

2019 ◽  
pp. 321-326
Author(s):  
Susan Nic Réamoinn ◽  
Ann Devitt
Keyword(s):  
Second Language ◽  
Pilot Study ◽  
Language Learning ◽  
Second Language Learning ◽  
Early Years ◽  
Children’S Perspectives ◽  
Play Activity ◽  
Before And After ◽  
Language Data ◽  
Age Range

This paper explores how floor programmable robotics can be used during play to promote language development. This paper describes a two-day pilot in two early years classrooms and presents data collected on children’s perception of the Irish language and using robotics. A sample of 48 children (age range six to seven years) took part in a robotics activity using a bee-shaped robot, called Beebot. The activity was orientated around the children’s second language, Irish. The children took part in a questionnaire before and after the activity about the language and the use of the robot in promoting their use of the language. Data was also collected through video, photos, a focus group, and the teacher’s observations. The main finding of the pilot study was an increase in children’s positive responses towards using the language when integrated into a robotics play activity.

scholarly journals The Plight in Foreign Language Learning in Tunisian Context: Classroom Language Assessment v.s Foreign Language Learning Anxiety

2021 ◽  
Vol 16 ◽  
pp. 23-31
Author(s):  
Leila Najeh Bel’Kiry
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Assessment ◽  
Language Learner ◽  
Language Anxiety ◽  
Sensitive Period ◽  
Foreign Language Anxiety ◽  
Psychological Phenomena ◽  
Classroom Language

The assessment of language proficiency from a psycholinguistics perspective has been a subject of considerable interest. Many literatures are devoted for the explanation of certain psychological phenomena related to first language acquisition and foreign language learning like language disorders/impairments, critical/sensitive period and language anxiety. This paper sheds the light on foreign language anxiety, which is in my conviction the hardest problem that concerns the foreign language learner as well as the teacher. The origin of this conviction is that foreign language anxiety hampers learner performance on one hand, and on the other hand effects, negatively, the classroom language assessment which in turn sharpens learner’s anxiety more and more. There is a significant negative correlation between foreign language anxiety and classroom language assessment. Three issues are to be tackled in this paper: (i) The implication of ‘anxiety’ as a psychological issue in foreign language learning, (ii) classroom language assessment in Tunisian schools and (iii) the relation between foreign language anxiety and classroom language assessment.

scholarly journals The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Language Learning ◽  
Early Years ◽  
Language Diversity ◽  
Childhood Education ◽  
Multilingual Education ◽  
Paired Samples ◽  
Shed Light

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals&rsquo; knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children&rsquo;s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

scholarly journals PRINCIPLES OF SECOND LANGUAGE ACQUISITION IN CHILDREN

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Haerazi Haerazi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Nursery School ◽  
First Language ◽  
Early Years ◽  
Home Culture ◽  
Language Studies ◽  
School Day

To understand the principles of second language acquisition, we could adopt a variety of perspective. Research on second language acquisition (SLA) by children and adults is characterized by many different subfields and perspectives, both cognitive and social in orientation. Although children feature as participants in this research, it is relatively rare to find reviews or overviews of SLA that deal specifically with child SLA although there are a few important exceptions. This general lack of focus on children’s SLA is somewhat surprising, considering that data from children as first language learners have often provided a basis and impetus for SLA theorizing. Among the best-known first language studies to prove influential was Brown’s seminal work showing a predictable order of morpheme acquisition by children under the age of three. Many early years settings now welcome children and families from different cultures who use languages other than English. Young children who are starting to learn English as an additional language may also be attending a nursery school, pre-school, day nursery or child-minder perhaps for the first time. They will bring with them many skills and experiences from their home culture and will be both anxious and excited about their new situation. A good foundation for learning English as an additional language is embedded in quality early years practice. To know more about the principle of second language acquisition in children, this paper will present some issues related with it such as the nature and the role of language learning and the logical problem in language learning.

Processing of Sound Sequences in Macaque Auditory Cortex: Response Enhancement

1999 ◽  
Vol 82 (3) ◽  
pp. 1542-1559 ◽  
Author(s):  
Michael Brosch ◽  
Andreas Schulz ◽  
Henning Scheich
Keyword(s):  
Auditory Cortex ◽  
Temporal Structure ◽  
Neural Mechanism ◽  
Stimulus Onset ◽  
Evoked Response ◽  
Single Units ◽  
Frequency Separation ◽  
Induced Response ◽  
Wide Range ◽  
Response Enhancement

It is well established that the tone-evoked response of neurons in auditory cortex can be attenuated if another tone is presented several hundred milliseconds before. The present study explores in detail a complementary phenomenon in which the tone-evoked response is enhanced by a preceding tone. Action potentials from multiunit groups and single units were recorded from primary and caudomedial auditory cortical fields in lightly anesthetized macaque monkeys. Stimuli were two suprathreshold tones of 100-ms duration, presented in succession. The frequency of the first tone and the stimulus onset asynchrony (SOA) between the two tones were varied systematically, whereas the second tone was fixed. Compared with presenting the second tone in isolation, the response to the second tone was enhanced significantly when it was preceded by the first tone. This was observed in 87 of 130 multiunit groups and in 29 of 69 single units with no obvious difference between different auditory fields. Response enhancement occurred for a wide range of SOA (110–329 ms) and for a wide range of frequencies of the first tone. Most of the first tones that enhanced the response to the second tone evoked responses themselves. The stimulus, which on average produced maximal enhancement, was a pair with a SOA of 120 ms and with a frequency separation of about one octave. The frequency/SOA combinations that induced response enhancement were mostly different from the ones that induced response attenuation. Results suggest that response enhancement, in addition to response attenuation, provides a basic neural mechanism involved in the cortical processing of the temporal structure of sounds.

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