The Phonology of Parent-Child Speech

ABSTRACTParents employ a special register when speaking to young children, containing features that mark it as appropriate for children who are beginning to acquire their language. Parental speech in English to 5 children (ages 0; 9–1; 6) and in Spanish to 4 children (ages 0; 8–1; 1 and 1; 6–1; 10) was analysed for the presence and distribution of these features. Thirty-four paralinguistic, prosodic, and interactional features were identified, and rate measures and proportions indicated developmental patterns and differences across languages. Younger children received a higher rate of features that marked affect; older children were addressed with more features that marked semantically meaningful speech. English-speaking parents relied comparatively more on paralinguistic and affective features, whereas Spanish-speaking parents used comparatively more interactional features. Despite these differences, there was a high degree of similarity across parents and languages for the most frequently occurring features.

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Creating a corpus of multilingual parent-child speech remotely: Lessons learned in a large-scale onscreen picturebook sharing task

10.31234/osf.io/yeg6u ◽

2021 ◽

Author(s):

Fei Ting Woon ◽

Eshwaaree C Yogarrajah ◽

Seraphina Fong ◽

Nur Sakinah Mohd Salleh ◽

Shamala Sundaray ◽

...

Keyword(s):

Observational Studies ◽

Large Scale ◽

Surveys And Questionnaires ◽

Lessons Learned ◽

The Novel ◽

Online Environment ◽

Research Teams ◽

Project Monitoring ◽

Child Speech ◽

Parent Child

With lockdowns and the implementation of social distancing measures in place, research teams looking to collect naturalistic parent-child speech interactions have to look for methods alternative to in-lab recordings and observational studies with long-stretch recordings. We designed a novel micro-longitudinal study, the Talk Together Study, which allowed us to create a rich corpus of parent-child speech interactions in a fully online environment (N participants = 142, N recordings = 414). In this paper, we discuss the novel methods we used, and the lessons learned during adapting and running the study. These lessons learned cover 10 domains of research design, monitoring and feedback: Recruitment strategies; Surveys and Questionnaires; Video-call scheduling; Speech elicitation tools; Videocall protocols; Participant remuneration strategies; Project monitoring; Participant retention; Parental feedback; and Research team feedback, and may be used as recommendations for teams who are planning to conduct remote studies in the future.

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Creating a Corpus of Multilingual Parent-Child Speech Remotely: Lessons Learned in a Large-Scale Onscreen Picturebook Sharing Task

Frontiers in Psychology ◽

10.3389/fpsyg.2021.734936 ◽

2021 ◽

Vol 12 ◽

Author(s):

Fei Ting Woon ◽

Eshwaaree C. Yogarrajah ◽

Seraphina Fong ◽

Nur Sakinah Mohd Salleh ◽

Shamala Sundaray ◽

...

Keyword(s):

Observational Studies ◽

Large Scale ◽

Surveys And Questionnaires ◽

Lessons Learned ◽

Recruitment Strategies ◽

Online Environment ◽

Research Teams ◽

Project Monitoring ◽

Child Speech ◽

Parent Child

With lockdowns and social distancing measures in place, research teams looking to collect naturalistic parent-child speech interactions have to develop alternatives to in-lab recordings and observational studies with long-stretch recordings. We designed a novel micro-longitudinal study, the Talk Together Study, which allowed us to create a rich corpus of parent-child speech interactions in a fully online environment (N participants = 142, N recordings = 410). In this paper, we discuss the methods we used, and the lessons learned during adapting and running the study. These lessons learned cover nine domains of research design, monitoring and feedback: Recruitment strategies, Surveys and Questionnaires, Video-call scheduling, Speech elicitation tools, Videocall protocols, Participant remuneration strategies, Project monitoring, Participant retention, and Data Quality, and may be used as a primer for teams planning to conduct remote studies in the future.

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A Pilot Study of Early Storybook Reading With Babies With Hearing Loss

Journal of Speech Language and Hearing Research ◽

10.1044/2019_jslhr-l-17-0305 ◽

2019 ◽

Vol 62 (9) ◽

pp. 3397-3412

Author(s):

Michelle I. Brown ◽

David Trembath ◽

Marleen F. Westerveld ◽

Gail T. Gillon

Keyword(s):

Hearing Loss ◽

Pilot Study ◽

Visual Analysis ◽

Single Case ◽

Eye Contact ◽

Preliminary Evidence ◽

Storybook Reading ◽

Book Selection ◽

Turn Taking ◽

Parent Child

Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent–child eye contact, and (c) parent–child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother–baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent–child eye contact, and parent–child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent–child eye contact and parent–child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent–child interactions through eye contact and turn-taking.

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