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Journal of Speech, Language, and... Mar 2022The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working...
PURPOSE
The purpose of this study was to use an established model of working memory in children to predict an established model of word learning to determine whether working memory explained word learning variance over and above the contributions of expressive vocabulary and nonverbal IQ.
METHOD
One hundred sixty-seven English-speaking second graders (7- to 8-year-olds) with typical development from two states participated. They completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations.
RESULTS
A structural equation model with expressive vocabulary, nonverbal IQ, and three working memory factors predicting two word learning factors fit the data well. When working memory factors were entered as predictors after expressive vocabulary and nonverbal IQ, they explained 45% of the variance in the phonological word learning factor and 17% of the variance in the semantic word learning factor. Thus, working memory explained a significant amount of word learning variance over and above expressive vocabulary and nonverbal IQ.
CONCLUSION
Results show that working memory is a significant predictor of dynamic word learning over and above the contributions of expressive vocabulary and nonverbal IQ, suggesting that a comprehensive working memory assessment has the potential to identify sources of word learning difficulties and to tailor word learning interventions to a child's working memory strengths and weaknesses.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.19125911.
Topics: Child; Humans; Memory, Short-Term; Phonetics; Semantics; Verbal Learning; Vocabulary
PubMed: 35148490
DOI: 10.1044/2021_JSLHR-21-00397 -
Infancy : the Official Journal of the... Jul 2022Although prior research has independently linked vocabulary development with toddlers' media usage, parental mental state talk (MST), and parent-child conversational...
Although prior research has independently linked vocabulary development with toddlers' media usage, parental mental state talk (MST), and parent-child conversational turn-taking (CTT), these variables have not been investigated within the same study. In this study, we focus on associations between these variables and 2-year-old's (N = 87) vocabulary. Child vocabulary and digital media use were measured through online questionnaires. We took a multimethod approach to measure parents' child-directed talk. First, we used a home sound environment recording (Language ENvironment Analysis technology) to estimate parents' talk (CTT). Second, parents narrated a picture book, the Frog story, to assess the parent's MST. There was a negative association between how much children watched video content and their vocabulary. However, parents reported that they frequently co-viewed and engaged with the child and media. The negative association first displayed between the amount of video content viewed and the child's developing vocabulary was fully mediated by the parents' qualitative and quantitative talk as measured by MST and CCT, respectively. We propose that the parent relative level of MST and CTT also occurs when parents engage with the child during media use.
Topics: Humans; Internet; Language Development; Parent-Child Relations; Parents; Vocabulary
PubMed: 35526265
DOI: 10.1111/infa.12476 -
Sensors (Basel, Switzerland) Jul 2022Audio-visual speech recognition (AVSR) can significantly improve performance over audio-only recognition for small or medium vocabularies. However, current AVSR, whether...
Audio-visual speech recognition (AVSR) can significantly improve performance over audio-only recognition for small or medium vocabularies. However, current AVSR, whether hybrid or end-to-end (E2E), still does not appear to make optimal use of this secondary information stream as the performance is still clearly diminished in noisy conditions for large-vocabulary systems. We, therefore, propose a new fusion architecture-the decision fusion net (DFN). A broad range of time-variant reliability measures are used as an auxiliary input to improve performance. The DFN is used in both hybrid and E2E models. Our experiments on two large-vocabulary datasets, the Lip Reading Sentences 2 and 3 (LRS2 and LRS3) corpora, show highly significant improvements in performance over previous AVSR systems for large-vocabulary datasets. The hybrid model with the proposed DFN integration component even outperforms dynamic stream-weighting, which is considered to be the theoretical upper bound for conventional dynamic stream-weighting approaches. Compared to the hybrid audio-only model, the proposed DFN achieves a relative word-error-rate reduction of 51% on average, while the E2E-DFN model, with its more competitive audio-only baseline system, achieves a relative word error rate reduction of 43%, both showing the efficacy of our proposed fusion architecture.
Topics: Recognition, Psychology; Reproducibility of Results; Speech; Speech Perception; Vocabulary
PubMed: 35898005
DOI: 10.3390/s22155501 -
Journal of Speech, Language, and... Aug 2023Using a novel parent report measure, this study investigated whether asking parents to rate their certainty when reporting on child vocabulary skills provided additional...
PURPOSE
Using a novel parent report measure, this study investigated whether asking parents to rate their certainty when reporting on child vocabulary skills provided additional insight into parent report and emerging language abilities in young autistic children. Specifically, we investigated whether parent certainty varied based on whether the child was reported to understand, understand and say, or neither understand nor say the word and whether standardized measures of expressive and receptive language abilities and/or autistic traits predicted parent certainty. Lastly, we investigated whether certainty was associated with inconsistency in parent report of child word knowledge.
METHOD
Twenty-one parents and their autistic children ages 2-5 years participated. One parent per child completed the MacArthur-Bates Communicative Development Inventories (MCDI) Words and Gestures form and a custom vocabulary checklist including 24 object nouns from the MCDI. Within the custom form, parents indicated whether their child understood, understood and said, or neither understood nor said 24 target nouns and reported how certain they were about their responses using a 5-point scale. Expressive language, receptive language, and autistic traits were measured via direct assessment using standardized measures.
RESULTS
Parent certainty varied widely and was higher for words the parents reported the children understood and said compared to that for words children either understood or neither understood nor said. Certainty ratings were higher when a child had higher standardized receptive and expressive language scores. Lastly, parent certainty was associated with reporting consistency, clarifying previous findings of inconsistencies in parent report of child vocabulary.
CONCLUSION
Findings from this study indicate that measuring parent certainty provides critical information when assessing early vocabulary skills in autistic children.
SUPPLEMENTAL MATERIAL
https://doi.org/10.23641/asha.23671497.
Topics: Humans; Autistic Disorder; Checklist; Language; Language Development; Vocabulary; Child, Preschool
PubMed: 37467394
DOI: 10.1044/2023_JSLHR-22-00623 -
Journal of Speech, Language, and... Dec 2021This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English ( = 43) and...
PURPOSE
This study investigated within-language and between-language associations between phonological memory, vocabulary, and grammar in French-English ( = 43) and Spanish-English ( = 25) bilingual children at 30, 36, and 48 months. It was predicted that phonological memory would display both within-language and between-language relations to language development and that these relations would be stronger at the youngest age.
METHOD
Bilingual children participated in free-play sessions in both of their languages at each age, from which vocabulary and grammatical information (number of different words and mean length of utterance) was extracted. Vocabulary information was also obtained from parent inventories completed when the children were 30 months and a standardized receptive vocabulary test administered at 36 and 48 months. The children were also administered nonword repetition tests in both of their languages at each age.
RESULTS
Mixed logistic regression indicated that phonological memory was associated with vocabulary and grammar within the same language and phonological memory in the other language. In two of the four statistical models, phonological memory exhibited positive between-language relations, and in one model, it exhibited negative between-language relations to language development. Results also indicated that within-language and between-languages effects remained constant, or between-language associations decreased during the age range studied.
CONCLUSION
Overall, the findings provide some support for cross-language associations between phonological memory and lexical and grammatical skills.
Topics: Child; Child Language; Humans; Language Development; Language Tests; Linguistics; Multilingualism; Vocabulary
PubMed: 34731575
DOI: 10.1044/2021_JSLHR-21-00176 -
International Journal of Environmental... Jan 2022Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of... (Meta-Analysis)
Meta-Analysis Review
The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL.
Diagnoses of autism spectrum disorder (ASD) are typically accompanied by atypical language development, which can be noticeable even before diagnosis. The siblings of children diagnosed with ASD are at elevated likelihood for ASD diagnosis and have been shown to have higher prevalence rates than the general population. In this paper, we systematically reviewed studies looking at the vocabulary size and development of infants with autism. One inclusion criterion was that infants were grouped either pre-diagnostically as elevated or typical likelihood or post-diagnostically as ASD or without ASD. This review focused on studies that tested infants up to 24 months of age and that assessed vocabulary either via the parent-completed MacArthur-Bates Communicative Developmental Inventory (CDI) or the clinician-administered Mullen Scales of Early Learning (MSEL). Our systematic search yielded 76 studies. A meta-analysis was performed on these studies that compared the vocabulary scores of EL and TL infants pre-diagnostically and the scores of ASD and non-ASD infants post-diagnostically. Both pre- and post-diagnostically, it was found that the EL and ASD infants had smaller vocabularies than their TL and non-ASD peers, respectively. The effect sizes across studies were heterogenous, prompting additional moderator analyses of age and sub-group analyses of the language measure used (CDI or MSEL) as potential moderators of the effect size. Age was found to be a moderator both in the pre- and post-diagnostical groups, however, language measure was not a moderator in either diagnostic group. Interpretations and future research directions are discussed based on these findings.
Topics: Autism Spectrum Disorder; Child; Humans; Infant; Language; Language Development; Verbascum; Vocabulary
PubMed: 35162492
DOI: 10.3390/ijerph19031469 -
Neuropsychology Review Dec 2023Although attention and early associative learning in preverbal children is predominantly driven by rapid eye-movements in response to moving visual stimuli and... (Meta-Analysis)
Meta-Analysis Review
Although attention and early associative learning in preverbal children is predominantly driven by rapid eye-movements in response to moving visual stimuli and sounds/words (e.g., associating the word "bottle" with the object), the literature examining the role of visual attention and memory in ongoing vocabulary development across childhood is limited. Thus, this systematic review and meta-analysis examined the association between visual memory and vocabulary development, including moderators such as age and task selection, in neurotypical children aged 2-to-12 years, from the brain-based perspective of cognitive neuroscience. Visual memory tasks were classified according to the visual characteristics of the stimuli and the neural networks known to preferentially process such information, including consideration of the distinction between the ventral visual stream (processing more static visuo-perceptual details, such as form or colour) and the more dynamic dorsal visual stream (processing spatial temporal action-driven information). Final classifications included spatio-temporal span tasks, visuo-perceptual or spatial concurrent array tasks, and executive judgment tasks. Visuo-perceptual concurrent array tasks, reliant on ventral stream processing, were moderately associated with vocabulary, while tasks measuring spatio-temporal spans, associated with dorsal stream processing, and executive judgment tasks (central executive), showed only weak correlations with vocabulary. These findings have important implications for health professionals and researchers interested in language, as they advocate for the development of more targeted language learning interventions that include specific and relevant aspects of visual processing and memory, such as ventral stream visuo-perceptual details (i.e., shape or colour).
Topics: Child; Humans; Vocabulary; Memory; Visual Perception; Brain; Language
PubMed: 36136174
DOI: 10.1007/s11065-022-09561-4 -
CoDAS 2021to identify linguistic performance (expressive vocabulary, phonology and narrative) and cognitive performance (Verbal Short-Term Memory (VSTM)) of preschoolers living in...
PURPOSE
to identify linguistic performance (expressive vocabulary, phonology and narrative) and cognitive performance (Verbal Short-Term Memory (VSTM)) of preschoolers living in a quilombola community.
METHODS
Twenty-four quilombola preschoolers aged four (4) and five (5) years with no complaints in language development participated in the study. Most families were in the D-E class and maternal and paternal education was lower than high school. Their guardians answered a questionnaire about their previous development, family practices and socioeconomic aspects, while the assessment included tests of expressive vocabulary, phonology, narrative and verbal short-term memory. The data collected were subjected to descriptive statistical analysis to characterize family practices, socioeconomic aspects and linguistic and cognitive performance, inferential analysis used Fisher's exact test to compare performance between subjects aged 4 and 5 years and also to compare performance according to family practices.
RESULTS
78.3% of preschoolers performed adequately in vocabulary and 79.2% in phonology; and 63.6% had the narrative classified as descriptive. 82.6% had a VSTM task performance below the expected for age.
CONCLUSION
Although the preschoolers in this study had functional communication, their profile of language development and cognitive skills was more vulnerable and may have an impact on their school trajectory.
Topics: Child; Humans; Language; Language Development; Language Tests; Memory, Short-Term; Vocabulary
PubMed: 34932656
DOI: 10.1590/2317-1782/20212020048 -
AMIA ... Annual Symposium Proceedings.... 2021Finding concepts in large clinical ontologies can be challenging when queries use different vocabularies. A search algorithm that overcomes this problem is useful in...
Finding concepts in large clinical ontologies can be challenging when queries use different vocabularies. A search algorithm that overcomes this problem is useful in applications such as concept normalisation and ontology matching, where concepts can be referred to in different ways, using different synonyms. In this paper, we present a deep learning based approach to build a semantic search system for large clinical ontologies. We propose a Triplet-BERT model and a method that generates training data directly from the ontologies. The model is evaluated using five real benchmark data sets and the results show that our approach achieves high results on both free text to concept and concept to concept searching tasks, and outperforms all baseline methods.
Topics: Algorithms; Biological Ontologies; Humans; Semantics; Vocabulary; Vocabulary, Controlled
PubMed: 35308904
DOI: No ID Found -
Journal of Intellectual Disability... Jan 2022This study examined the association between executive functioning and language in young adults with Down syndrome (DS).
BACKGROUND
This study examined the association between executive functioning and language in young adults with Down syndrome (DS).
METHOD
Nineteen young adults with DS (aged 19-24 years) completed standardised measures of overall cognition, vocabulary, verbal fluency and executive function skills.
RESULTS
Friedman's analysis of variance (χ (3) = 28.15, P < .001) and post hoc comparisons indicated that, on average, participants had a significantly lower overall non-verbal than verbal cognitive age equivalent and lower expressive than receptive vocabulary skills. Using Spearman correlations, performance on a verbal measure of cognition inhibition was significantly negatively related to receptive vocabulary (ρ = -.529, adjusted P = .036) and verbal fluency (ρ = -.608, adjusted P = .022). Attention was significantly positively correlated with receptive (ρ = .698, adjusted-p = .005) and expressive (ρ = .542, adjusted P = .027) vocabulary. Verbal working memory was significantly positively associated with receptive vocabulary (ρ = .585, adjusted P = .022) and verbal fluency (ρ = .737, adjusted P = .003). Finally, visuospatial working memory was significantly associated with receptive vocabulary (ρ = .562, adjusted P = .027).
CONCLUSIONS
Verbal and non-verbal measures of executive functioning skills had important associations with language ability in young adults with DS. Future translational research is needed to investigate causal pathways underlying these relationships. Research should explore if interventions aimed at increasing executive functioning skills (e.g. attention, inhibition and working memory) have the potential to lead to increases in language for young adults with DS.
Topics: Down Syndrome; Executive Function; Humans; Language; Memory, Short-Term; Vocabulary; Young Adult
PubMed: 34288180
DOI: 10.1111/jir.12868