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Developmental Psychology Apr 2022Toddlerhood is marked by advances in several lexico-semantic skills, including improvements in the size and structure of the lexicon and increased efficiency in lexical...
Toddlerhood is marked by advances in several lexico-semantic skills, including improvements in the size and structure of the lexicon and increased efficiency in lexical processing. This project seeks to delineate how early changes in vocabulary size and vocabulary structure support lexical processing (Experiment 1), and how these three skills together (vocabulary size, structure, and lexical processing) relate to later language outcomes at age 3 (Experiment 2). Experiment 1 explored how the size and semantic structure of toddlers' vocabulary from 18 to 24 months (N = 61) predicted performance on two lexical processing tasks (semantically related and semantically unrelated trials). Denser semantic connectivity (i.e., global level connectivity between near and far neighbors) positively associated with semantic interference during semantically related lexical processing, whereas denser category structure (i.e., lower-level connectivity between near neighbors) facilitated lexical processing in semantically unrelated trials. In Experiment 2, a subset of the same children (N = 49) returned at age 36 months and completed a comprehensive assessment of their language skills using the Clinical Evaluation of Language Fundamental, Preschool 2 (CELF-P2). Here, earlier measures of lexico-semantic connectivity and lexical processing best predicted age 3 language skill. The findings support accounts that early vocabulary structure and lexical processing skills promote continued growth in language. (PsycInfo Database Record (c) 2022 APA, all rights reserved).
Topics: Child, Preschool; Humans; Language; Language Development; Language Tests; Semantics; Vocabulary
PubMed: 35343711
DOI: 10.1037/dev0001291 -
Scientific Reports Mar 2023Communication between sound and music experts is based on the shared understanding of a metaphorical vocabulary derived from other sensory modalities. Yet, the impact of...
Communication between sound and music experts is based on the shared understanding of a metaphorical vocabulary derived from other sensory modalities. Yet, the impact of sound expertise on the mental representation of these sound concepts remains blurry. To address this issue, we investigated the acoustic portraits of four metaphorical sound concepts (brightness, warmth, roundness, and roughness) in three groups of participants (sound engineers, conductors, and non-experts). Participants (N = 24) rated a corpus of orchestral instrument sounds (N = 520) using Best-Worst Scaling. With this data-driven method, we sorted the sound corpus for each concept and population. We compared the population ratings and ran machine learning algorithms to unveil the acoustic portraits of each concept. Overall, the results revealed that sound engineers were the most consistent. We found that roughness is widely shared while brightness is expertise dependent. The frequent use of brightness by expert populations suggests that its meaning got specified through sound expertise. As for roundness and warmth, it seems that the importance of pitch and noise in their acoustic definition is the key to distinguishing them. These results provide crucial information on the mental representations of a metaphorical vocabulary of sound and whether it is shared or refined by sound expertise.
Topics: Humans; Acoustic Stimulation; Sound; Noise; Acoustics; Vocabulary; Music
PubMed: 36997613
DOI: 10.1038/s41598-023-32214-2 -
Journal of Speech, Language, and... Feb 2021Purpose This study examines the effect of age on language use with an automated analysis of digitized speech obtained from semistructured, narrative speech samples....
Purpose This study examines the effect of age on language use with an automated analysis of digitized speech obtained from semistructured, narrative speech samples. Method We examined the Cookie Theft picture descriptions produced by 37 older and 76 young healthy participants. Using modern natural language processing and automatic speech recognition tools, we automatically annotated part-of-speech categories of all tokens, calculated the number of tense-inflected verbs, mean length of clause, and vocabulary diversity, and we rated nouns and verbs for five lexical features: word frequency, familiarity, concreteness, age of acquisition, and semantic ambiguity. We also segmented the speech signals into speech and silence and calculated acoustic features, such as total speech time, mean speech and pause segment durations, and pitch values. Results Older speakers produced significantly more fillers, pronouns, and verbs and fewer conjunctions, determiners, nouns, and prepositions than young participants. Older speakers' nouns and verbs were more familiar, more frequent (verbs only), and less ambiguous compared to those of young speakers. Older speakers produced shorter clauses with a lower vocabulary diversity than young participants. They also produced shorter speech segments and longer pauses with increased total speech time and total number of words. Lastly, we observed an interaction of age and sex in pitch ranges. Conclusions Our results suggest that older speakers' lexical content is less diverse, and these speakers produce shorter clauses than young participants in monologic, narrative speech. Our findings show that lexical and acoustic characteristics of semistructured speech samples can be examined with automated methods.
Topics: Acoustics; Adult; Humans; Language; Semantics; Speech; Vocabulary
PubMed: 33439761
DOI: 10.1044/2020_JSLHR-19-00384 -
Research in Developmental Disabilities Jan 2022We examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS).
AIMS
We examined the relation between spelling ability and word-reading ability in children with Williams syndrome (WS).
METHODS
Eighty 9-17-year-olds with genetically-confirmed WS completed standardized tests of spelling, word reading, and intellectual ability; 45 also completed tests of phonological awareness and vocabulary. Reading instruction method was classified as Phonics or Other.
RESULTS
Spelling ability varied widely. Although at the group level, spelling standard scores (SSs) were significantly lower than word-reading SSs, at the individual level, this difference was significant for fewer than half the participants. Spelling and reading SSs were highly correlated, even after controlling for intellectual ability. Students taught to read using systematic phonics instruction had significantly higher spelling SSs than those taught to read using other approaches, even after controlling for intellectual ability. Spelling ability contributed significant unique variance to word-reading ability, beyond the effects of phonological awareness, vocabulary, and reading instruction method.
CONCLUSIONS
Our findings are consistent with Ehri's Word Identity Amalgamation Theory. In combination with previous meta-analytic findings for typically developing children (Graham & Santangelo, 2014) our results suggest that children with WS are likely to benefit from the inclusion of systematic spelling instruction as part of a systematic phonics approach to teaching word reading.
Topics: Child; Humans; Phonetics; Reading; Schools; Vocabulary; Williams Syndrome
PubMed: 34875548
DOI: 10.1016/j.ridd.2021.104129 -
Philosophical Transactions of the Royal... Sep 2014Iconicity, a resemblance between properties of linguistic form (both in spoken and signed languages) and meaning, has traditionally been considered to be a marginal,... (Review)
Review
Iconicity, a resemblance between properties of linguistic form (both in spoken and signed languages) and meaning, has traditionally been considered to be a marginal, irrelevant phenomenon for our understanding of language processing, development and evolution. Rather, the arbitrary and symbolic nature of language has long been taken as a design feature of the human linguistic system. In this paper, we propose an alternative framework in which iconicity in face-to-face communication (spoken and signed) is a powerful vehicle for bridging between language and human sensori-motor experience, and, as such, iconicity provides a key to understanding language evolution, development and processing. In language evolution, iconicity might have played a key role in establishing displacement (the ability of language to refer beyond what is immediately present), which is core to what language does; in ontogenesis, iconicity might play a critical role in supporting referentiality (learning to map linguistic labels to objects, events, etc., in the world), which is core to vocabulary development. Finally, in language processing, iconicity could provide a mechanism to account for how language comes to be embodied (grounded in our sensory and motor systems), which is core to meaningful communication.
Topics: Cultural Evolution; Humans; Language; Language Development; Models, Psychological; Nonverbal Communication; Semantics; Symbolism; Vocabulary
PubMed: 25092668
DOI: 10.1098/rstb.2013.0300 -
Sensors (Basel, Switzerland) Jun 2022Meta-learning frameworks have been proposed to generalize machine learning models for domain adaptation without sufficient label data in computer vision. However, text...
Meta-learning frameworks have been proposed to generalize machine learning models for domain adaptation without sufficient label data in computer vision. However, text classification with meta-learning is less investigated. In this paper, we propose SumFS to find global top-ranked sentences by extractive summary and improve the local vocabulary category features. The SumFS consists of three modules: (1) an unsupervised text summarizer that removes redundant information; (2) a weighting generator that associates feature words with attention scores to weight the lexical representations of words; (3) a regular meta-learning framework that trains with limited labeled data using a ridge regression classifier. In addition, a marine news dataset was established with limited label data. The performance of the algorithm was tested on THUCnews, Fudan, and marine news datasets. Experiments show that the SumFS can maintain or even improve accuracy while reducing input features. Moreover, the training time of each epoch is reduced by more than 50%.
Topics: Algorithms; Machine Learning; Vocabulary
PubMed: 35746202
DOI: 10.3390/s22124420 -
International Journal of Environmental... Jul 2021Written vocabulary size plays a key role in children's reading development. We aim to study the relationship between Chinese written vocabulary size and cognitive,...
Written vocabulary size plays a key role in children's reading development. We aim to study the relationship between Chinese written vocabulary size and cognitive, emotional, and behavioral factors in primary school students. Using stratified cluster sampling, 1162 pupils from Grade 2~5 in Guangzhou were investigated. Chinese written vocabulary size, cognitive, emotional, and behavioral factors were assessed by the Chinese written vocabulary size assessment scale, the dyslexia checklist for Chinese children (DCCC) and the Strengths and Difficulties Questionnaire (SDQ), respectively. The scores of visual word recognition deficit ( = -3.32, 95% CI: -5.98, -0.66) and meaning comprehension deficit ( = -6.52, 95% CI: -9.39, -3.64) were negatively associated with Chinese written vocabulary size; the score of visual word recognition deficit (odds ratio (OR) = 1.04, 95% CI: 1.02, 1.07) was the related factor of a delay in written vocabulary size. The score of meaning comprehension deficit was negatively associated with boys' Chinese written vocabulary size, while the score of auditory word recognition deficit was negatively associated with girls' Chinese written vocabulary size. The related factor of a delay in written vocabulary size was spelling deficit in boys and visual word recognition deficit in girls. There is a significant correlation between Chinese written vocabulary size and cognitive factors, but not emotional and behavioral factors in primary school students and these correlations are different when considering gender.
Topics: Child; China; Comprehension; Female; Humans; Male; Reading; Schools; Students; Vocabulary
PubMed: 34360088
DOI: 10.3390/ijerph18157797 -
Infant Behavior & Development Feb 2022This paper reports on a cross-language longitudinal study in which we extend previous research on the effects of maternal education on vocabulary growth in Spanish- and...
This paper reports on a cross-language longitudinal study in which we extend previous research on the effects of maternal education on vocabulary growth in Spanish- and English-dominant children at three time points: 16 months, 22 months, and 30 months of age. This study addresses recent conflicting evidence regarding the role of maternal education in children's acquisition of Spanish. Participants were 62 English-dominant children, 47 Spanish-dominant children, and their mothers. Growth curve models were constructed separately for English and Spanish vocabulary. Strong growth rate reliability and effect sizes were evinced for vocabulary across samples. As expected, in English-dominant children, maternal education predicted English vocabulary and growth from 16 to 30 months of age. However, in Spanish-dominant children, there was no significant effect of maternal education on vocabulary or growth, although there was a descriptive advantage for children of college-educated mothers at 30 months of age. In conjunction with prior evidence, we conclude that the effect of maternal education on maternal input and child vocabulary does not generalize readily to children whose first language is Spanish. Our findings contribute to a literature that suggests that focusing on maternal beliefs, input, and the home literacy environment are more fruitful approaches in the study of children learning Spanish in the U.S. Further, the importance of maternal beliefs highlights the need to support parent investment in the quantity and quality of input in the home language.
Topics: Child; Child Language; Female; Humans; Language; Language Development; Language Tests; Longitudinal Studies; Multilingualism; Reproducibility of Results; Vocabulary
PubMed: 34971859
DOI: 10.1016/j.infbeh.2021.101685 -
Journal of Experimental Child Psychology Feb 2022Multisensory integration (MSI) is the ability to combine temporally synchronous, amodally specified sensory information to create rich, coordinated perceptual...
Multisensory integration (MSI) is the ability to combine temporally synchronous, amodally specified sensory information to create rich, coordinated perceptual experiences. In early development, attention is directed toward such information in both social contexts (e.g., human speakers) and nonsocial contexts (e.g., multimodal toys). Parenting behaviors may support and sculpt multisensory integration by providing children with opportunities to experience amodally specified information (e.g., contingent face-to-face interactions). This study examined (a) whether 24-month-olds' MSI abilities differed as a function of context (social or nonsocial) and competition for attention (low or high), (b) whether MSI predicted expressive vocabulary, and (c) whether maternal sensitivity (MS) was related to both MSI and language. A total of 32 24-month-olds were tested in the Multisensory Attention Assessment Protocol, an audiovisual task that presents laterally positioned social/nonsocial events with and without a central distractor. Their mothers completed the MacArthur-Bates Communicative Development Inventories and participated in a free-play period with their children for MS coding. Results showed MSI in both social and nonsocial conditions (i.e., toddlers paid more attention to the "match"), but only the ability to maintain attention to the social match was related to toddlers' expressive vocabulary. In addition, MS was positively correlated with toddlers' expressive language and social MSI performance. Taken together, the pattern of results shows important relations between emerging integration abilities and parenting behavior as well as the ability of both factors to positively influence word learning during early toddlerhood.
Topics: Child; Child Language; Female; Humans; Infant; Language Development; Mothers; Parenting; Vocabulary
PubMed: 34624708
DOI: 10.1016/j.jecp.2021.105304 -
Journal of Speech, Language, and... May 2023The goal of this work was to examine the semantic and syntactic properties of the vocabularies of autistic and non-autistic infants and toddlers to see if children in...
PURPOSE
The goal of this work was to examine the semantic and syntactic properties of the vocabularies of autistic and non-autistic infants and toddlers to see if children in these two groups know different kinds of words. We focused on both receptive and expressive vocabularies. For expressive vocabulary, we looked only at the "active" lexicon: Of those words that are already in children's receptive vocabulary, we asked which ones they also produce.
METHOD
We used an existing data set of 346 parent report vocabulary checklists (MacArthur-Bates Communicative Development Inventory: Words and Gestures) from 41 autistic and 27 non-autistic children at multiple timepoints between the ages of 6 and 43 months. We coded the words on the checklists for various semantic and syntactic properties and evaluated which properties predicted whether children understood and produced those words.
RESULTS
Overall, we replicated a common finding that autistic children have smaller receptive vocabularies than non-autistic children, but we found that of the words they understand, autistic children produce a similar proportion of those words as non-autistic children. While we found that some syntactic properties are more or less likely to be represented in children's early vocabularies (e.g., nouns are more likely to be understood and produced than words that are not nouns), these patterns did not differ across autistic and non-autistic children.
CONCLUSIONS
The semantic and syntactic compositions of autistic and non-autistic children's vocabularies are similar. Thus, while receptive vocabularies are relatively smaller for autistic children, they do not appear to have specific difficulty with words that have particular syntactic or semantic properties, or with adding words to the expressive vocabulary that they already understand.
Topics: Infant; Humans; Child, Preschool; Semantics; Vocabulary; Language; Language Development; Communication
PubMed: 37137280
DOI: 10.1044/2023_JSLHR-22-00369