scholarly journals Acoustic-Lexical Characteristics of Child-Directed Speech Between 7 and 24 Months and Their Impact on Toddlers' Phonological Processing

2021 ◽  
Vol 12 ◽  
Author(s):  
Margaret Cychosz ◽  
Jan R. Edwards ◽  
Nan Bernstein Ratner ◽  
Catherine Torrington Eaton ◽  
Rochelle S. Newman
Keyword(s):  
Working Memory ◽  
Phonological Processing ◽  
Strong Predictor ◽  
Developmental Outcomes ◽  
Large Cohort ◽  
Memory Development ◽  
Language Outcomes ◽  
Vocabulary Size ◽  
Phonological Working Memory ◽  
Language Input

Speech-language input from adult caregivers is a strong predictor of children's developmental outcomes. But the properties of this child-directed speech are not static over the first months or years of a child's life. This study assesses a large cohort of children and caregivers (n = 84) at 7, 10, 18, and 24 months to document (1) how a battery of phonetic, phonological, and lexical characteristics of child-directed speech changes in the first 2 years of life and (2) how input at these different stages predicts toddlers' phonological processing and vocabulary size at 2 years. Results show that most measures of child-directed speech do change as children age, and certain characteristics, like hyperarticulation, actually peak at 24 months. For language outcomes, children's phonological processing benefited from exposure to longer (in phonemes) words, more diverse word types, and enhanced coarticulation in their input. It is proposed that longer words in the input may stimulate children's phonological working memory development, while heightened coarticulation simultaneously introduces important sublexical cues and exposes them to challenging, naturalistic speech, leading to overall stronger phonological processing outcomes.

scholarly journals Acoustic-lexical characteristics of child-directed speech between 7 and 24 months and their impact on toddlers' phonological processing

2021 ◽  
Author(s):  
Meg Cychosz ◽  
jan edwards ◽  
Nan Bernstein Ratner ◽  
Catherine Torrington Eaton ◽  
Rochelle Newman
Keyword(s):  
Working Memory ◽  
Phonological Processing ◽  
Strong Predictor ◽  
Developmental Outcomes ◽  
Large Cohort ◽  
Memory Development ◽  
Language Outcomes ◽  
Vocabulary Size ◽  
Phonological Working Memory ◽  
Language Input

Speech-language input from adult caregivers is a strong predictor of children's developmental outcomes. But the properties of this child-directed speech are not static over the first months or years of a child’s life. This study assesses a large cohort of children and caregivers (n=84) at 7, 10, 18, and 24 months to document (1) how a battery of phonetic, phonological, and lexical characteristics of child-directed speech changes in the first two years of life and (2) how input at these different stages predicts toddlers’ phonological processing and vocabulary size at two years. Results show that most measures of child-directed speech do change as children age, and certain characteristics, like hyperarticulation, actually peak at 24 months. For language outcomes, children's phonological processing benefited from exposure to longer (in phonemes) words, more diverse word types, and enhanced coarticulation in their input. It is proposed that longer words in the input may stimulate children's phonological working memory development, while heightened coarticulation simultaneously introduces important sublexical cues and exposes them to challenging, naturalistic speech, leading to overall stronger phonological processing outcomes.

scholarly journals Phonological processing in students with developmental dyslexia, ADHD and intellectual disability

Revista CEFAC ◽  
2019 ◽  
Vol 21 (5) ◽  
Author(s):  
Ana Beatriz Leite dos Anjos ◽  
Alexandre Lucas de Araújo Barbosa ◽  
Cíntia Alves Salgado Azoni
Keyword(s):  
Working Memory ◽  
Intellectual Disability ◽  
Phonological Awareness ◽  
Phonological Processing ◽  
Mental Lexicon ◽  
Rapid Automatized Naming ◽  
Cross Sectional ◽  
Phonological Working Memory ◽  
Students With Adhd ◽  
Phonological Access

ABSTRACT Purpose: to compare the performance of students with dyslexia, intellectual disability and ADHD on the skills of phonological awareness, phonological access to the mental lexicon, and phonological working memory. Methods: this is a descriptive, cross sectional and quantitative study. The sample was composed of 32 students, divided into the following groups: G1 - students with dyslexia; G2 - students with ADHD; G3 - students with intellectual disability. The children were assessed on their skills of phonological awareness, phonological working memory, and phonological access to the mental lexicon. A descriptive and inferential analysis was made, using the non-parametric Kruskal-Wallis test. Results: statistically significant differences were observed among the three groups on the phonological working memory skills for pseudowords, forward digit repetition, and backward digit repetition; phonological awareness on syllable level, phoneme level, test total score, and digits subtest of the rapid automatized naming test. Through the descriptive analysis, it was observed that G1 had the best results on all the skills assessed, followed by G2 and G3 Conclusion: differences were found on the skills of phonological working memory and phonological awareness among the groups of students presented with dyslexia, ADHD and intellectual disability.

scholarly journals Early undernutrition as a cause of changes in phonological processing skills

Revista CEFAC ◽  
2019 ◽  
Vol 21 (3) ◽  
Author(s):  
Patrícia Aparecida Zuanetti ◽  
Maria Fernanda Laus ◽  
Sebastião de Sousa Almeida ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Working Memory ◽  
Phonological Awareness ◽  
School Performance ◽  
Phonological Processing ◽  
Cognitive Skills ◽  
Written Language ◽  
Cognitive Tasks ◽  
Phonological Working Memory ◽  
Nutritional Recovery ◽  
History Of

ABSTRACT Purpose: to determine whether undernutrition in the first years of life affects the phonological awareness skills, the phonological working memory and the school performance of children. Methods: the participants were children with a history of moderate/severe undernutrition during their first years of life (G1) who achieved nutritional recovery (n = 15). The performance of G1 in different cognitive tasks (phonological awareness at the syllable and phoneme level, phonological working memory - repetition of digits and pseudowords, and reading, writing and arithmetic activities) was compared to that of children with school difficulties (G2) (n = 15) and without school difficulties (G3) (n = 15), all eutrophic ones. Results: the performance of G1 was worse than that of the other two groups in all tasks evaluated (mean score of G1, G2 and G3 and p-values: phonological awareness: 31, 41, 57 - 0.01; repetition of direct order digits: 18, 23, 28 - 0.001; writing: 4, 10, 22 - 0.001; reading: 26, 45, 65-0.001; arithmetic: 4, 7, 11- 0.001). Conclusion: the results demonstrate that undernutrition affected the cognitive development, causing changes in important cognitive skills for the development of written language.

scholarly journals Nonword Repetition by Children With Cochlear Implants

2004 ◽  
Vol 47 (5) ◽  
pp. 1103-1116 ◽  
Author(s):  
Caitlin M. Dillon ◽  
Rose A. Burkholder ◽  
Miranda Cleary ◽  
David B. Pisoni
Keyword(s):  
Working Memory ◽  
Speech Perception ◽  
Speech Production ◽  
Cochlear Implants ◽  
Phonological Processing ◽  
Oral Communication ◽  
Speaking Rate ◽  
Nonword Repetition ◽  
Phonological Working Memory ◽  
Verbal Rehearsal

Seventy-six children with cochlear implants completed a nonword repetition task. The children were presented with 20 nonword auditory patterns over a loud-speaker and were asked to repeat them aloud to the experimenter. The children's responses were recorded on digital audiotape and then played back to normal-hearing adult listeners to obtain accuracy ratings on a 7-point scale. The children's nonword repetition performance, as measured by these perceptual accuracy ratings, could be predicted in large part by their performance on independently collected measures of speech perception, verbal rehearsal speed, and speech production. The strongest contributing variable was speaking rate, which is widely argued to reflect verbal rehearsal speed in phonological working memory. Children who had become deaf at older ages received higher perceptual ratings. Children whose early linguistic experience and educational environments emphasized oral communication methods received higher perceptual ratings than children enrolled in total communication programs. The present findings suggest that individual differences in performance on nonword repetition are strongly related to variability observed in the component processes involved in language imitation tasks, including measures of speech perception, speech production, and especially verbal rehearsal speed in phonological working memory. In addition, onset of deafness at a later age and an educational environment emphasizing oral communication may be beneficial to the children's ability to develop the robust phonological processing skills necessary to accurately repeat novel, nonword sound patterns.

Considering the (separable) influences of phonological sensitivity and working memory on language learning outcomes

2017 ◽  
Vol 38 (6) ◽  
pp. 1301-1304
Author(s):  
Lisa M. D. Archibald
Keyword(s):  
Working Memory ◽  
Language Learning ◽  
Sensitive Period ◽  
Phonological Development ◽  
Language Outcomes ◽  
Phonological Representations ◽  
Phonological Working Memory ◽  
Phonological Sensitivity ◽  
Short And Long Term

In their keynote article examining links between early experience, phonological working memory, and language outcomes, Pierce, Genessee, Delcenserie, and Morgan (2017) present, what I argue, is a two-pronged hypothesis. In brief, the thesis is that the timing of language exposure and the quality and quantity of language input during an early sensitive period of phonological development shape the quality of phonological representations later used by the phonological working memory system to support short- and long-term language learning. The hypothesis is two-pronged because it hinges on (a) qualitative differences in the development of phonological representations, resulting in (b) variations in the efficiency of working memory as the key constraint on language learning. In this commentary, I examine support for these two prongs in detail.

Do children with phonological delay have phonological short-term and phonological working memory deficits?

2016 ◽  
Vol 33 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Rebecca Waring ◽  
Patricia Eadie ◽  
Susan Rickard Liow ◽  
Barbara Dodd
Keyword(s):  
Working Memory ◽  
Speech Sound ◽  
Memory Task ◽  
Speech Development ◽  
Receptive Vocabulary ◽  
Phonological Development ◽  
Short Term ◽  
Vocabulary Size ◽  
Phonological Working Memory ◽  
Immediate Memory

While little is known about why children make speech errors, it has been hypothesized that cognitive-linguistic factors may underlie phonological speech sound disorders. This study compared the phonological short-term and phonological working memory abilities (using immediate memory tasks) and receptive vocabulary size of 14 monolingual preschool children with phonological delay with individually matched peers with typical speech development. The immediate memory tasks examined forward recall of familiar words (pointing response), reverse recall of familiar words (pointing response), and reverse recall of digits (spoken response). The results indicated that children with typical speech development had larger receptive vocabularies and performed significantly better than children with phonological delay on all immediate memory tasks. Qualitative error analyses revealed that while the two groups made similar errors on the forward memory task, children with phonological delayed performed differently on reverse recall of spoken digits. These findings suggest a link between immediate memory and delayed phonological development.

Effect of reading acquisition on working memory development

2013 ◽  
Author(s):  
Catherine Demoulin ◽  
Regine Kolinsky ◽  
Jose Morais
Keyword(s):  
Working Memory ◽  
Reading Acquisition ◽  
Memory Development

Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests

2021 ◽  
pp. 026553222199113
Author(s):  
Sarah Sok ◽  
Hye Won Shin ◽  
Juhyun Do
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Test Performance ◽  
Test Taker ◽  
Phonological Working Memory ◽  
Young Learners ◽  
L2 Learners ◽  
L2 Listening ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

scholarly journals Effects of Time-Varying Parent Input on Children’s Language Outcomes Differ for Vocabulary and Syntax

2021 ◽  
pp. 095679762097055
Author(s):  
Catriona Silvey ◽  
Özlem Ece Demir-Lira ◽  
Susan Goldin-Meadow ◽  
Stephen W. Raudenbush
Keyword(s):  
Standardized Tests ◽  
Child Outcomes ◽  
Time Varying ◽  
Syntactic Complexity ◽  
Language Outcomes ◽  
Optimal Sequence ◽  
Linguistic Input ◽  
Language Input ◽  
The Impact ◽  
Over Time

Early linguistic input is a powerful predictor of children’s language outcomes. We investigated two novel questions about this relationship: Does the impact of language input vary over time, and does the impact of time-varying language input on child outcomes differ for vocabulary and for syntax? Using methods from epidemiology to account for baseline and time-varying confounding, we predicted 64 children’s outcomes on standardized tests of vocabulary and syntax in kindergarten from their parents’ vocabulary and syntax input when the children were 14 and 30 months old. For vocabulary, children whose parents provided diverse input earlier as well as later in development were predicted to have the highest outcomes. For syntax, children whose parents’ input substantially increased in syntactic complexity over time were predicted to have the highest outcomes. The optimal sequence of parents’ linguistic input for supporting children’s language acquisition thus varies for vocabulary and for syntax.

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