Although research suggests that responsive interactions are imperative for language development, the advent of mobile technology means that parent-child exchanges are often fraught with unpredictable interruptions. Less clear is how these momentary breaks in responsiveness affect word learning. In this within-subjects design, 38 mothers taught their 2-year-olds (M = 27.15 months) 2 novel words, 1 at a time. One teaching period was interrupted by a cell phone call. Children learned the word when the teaching was not interrupted, but not when it was interrupted. Critically, the number of times each target word was spoken did not differ by condition. This finding supports the literature on responsiveness, offering experimental evidence that interruptions in social interactions can affect learning outcomes. (PsycINFO Database Record

Purpose: Speech recognition relies upon a listener's successful pairing of the acoustic-phonetic details from the bottom-up input with top-down linguistic processing of the incoming speech stream. When the speech is spectrally degraded, such as through a cochlear implant (CI), this role of top-down processing is poorly understood. This study explored the interactions of top-down processing, specifically the use of semantic context during sentence recognition, and the relative contributions of different neurocognitive functions during speech recognition in adult CI users. Method: Data from 41 experienced adult CI users were collected and used in analyses. Participants were tested for recognition and immediate repetition of speech materials in the clear. They were asked to repeat 2 sets of sentence materials, 1 that was semantically meaningful and 1 that was syntactically appropriate but semantically anomalous. Participants also were tested on 4 visual measures of neurocognitive functioning to assess working memory capacity (Digit Span; Wechsler, 2004), speed of lexical access (Test of Word Reading Efficiency; Torgeson, Wagner, & Rashotte, 1999), inhibitory control (Stroop; Stroop, 1935), and nonverbal fluid reasoning (Raven's Progressive Matrices; Raven, 2000). Results: Individual listeners' inhibitory control predicted recognition of meaningful sentences when controlling for performance on anomalous sentences, our proxy for the quality of the bottom-up input. Additionally, speed of lexical access and nonverbal reasoning predicted recognition of anomalous sentences. Conclusions: Findings from this study identified inhibitory control as a potential mechanism at work when listeners make use of semantic context during sentence recognition. Moreover, speed of lexical access and nonverbal reasoning were associated with recognition of sentences that lacked semantic context. These results motivate the development of improved comprehensive rehabilitative approaches for adult patients with CIs to optimize use of top-down processing and underlying core neurocognitive functions. Bottom-Up Processing of the Signal and Top-Down Use of Context Speech recognition is an interactive process between the incoming acoustic-phonetic features of the auditory

Objectives:The primary objective of the study was to examine the occurrence and temporal structure of vocal turn-taking during spontaneous interactions between mothers and their children with cochlear implants (CI) over the first year after cochlear implantation as compared with interactions between mothers and children with normal hearing (NH).Design: Mothers' unstructured play sessions with children with CI (n = 12) were recorded at 2 time points, 3 months (mean age 18.3 months) and 9 months (mean age 27.5 months) post-CI. A separate control group of mothers with age-matched hearing children (n = 12) was recorded at the same 2 time points. Five types of events were coded: mother and child vocalizations, vocalizations including speech overlap, and between-and within-speaker pauses. We analyzed the proportion of child and mother vocalizations involved in turn-taking, the temporal structure of turn-taking, and the temporal reciprocity of turn-taking using proportions of simultaneous speech and the duration of between-and within-speaker pauses. Results:The CI group produced a significantly smaller proportion of vocalizations in turn-taking than the NH group at the first session; however, CI children's proportion of vocalizations in turn-taking increased over time. There was a significantly larger proportion of simultaneous speech in the CI compared with the NH group at the first session. The CI group produced longer between-speaker pauses as compared with those in the NH group at the first session with mothers decreasing the duration of between-speaker pauses over time. NH infants and mothers in both groups produced longer within-than between-speaker pauses but CI infants demonstrated the

No abstract

Purpose Differences across language environments of prelingually deaf children who receive cochlear implants (CIs) may affect language acquisition; yet, whether mothers show individual differences in how they modify infant-directed (ID) compared with adult-directed (AD) speech has seldom been studied. This study assessed individual differences in how mothers realized speech modifications in ID register and whether these predicted differences in language outcomes for children with CIs. Method Participants were 36 dyads of mothers and their children aged 0;8–2;5 (years;months) at the time of CI implantation. Mothers' spontaneous speech was recorded in a lab setting in ID or AD conditions before ~15 months postimplantation. Mothers' speech samples were characterized for acoustic–phonetic and lexical properties established as canonical indices of ID speech to typically hearing infants, such as vowel space area differences, fundamental frequency variability, and speech rate. Children with CIs completed longitudinal administrations of one or more standardized language assessment instruments at variable intervals from 6 months to 9.5 years postimplantation. Standardized scores on assessments administered longitudinally were used to calculate linear regressions, which gave rise to predicted language scores for children at 2 years postimplantation and language growth over 2-year intervals. Results Mothers showed individual differences in how they modified speech in ID versus AD registers. Crucially, these individual differences significantly predicted differences in estimated language outcomes at 2 years postimplantation in children with CIs. Maternal speech variation in lexical quantity and vowel space area differences across ID and AD registers most frequently predicted estimates of language attainment in children with CIs, whereas prosodic differences played a minor role. Conclusion Results support that caregiver language behaviors play a substantial role in explaining variability in language attainment in children receiving CIs. Supplemental Material https://doi.org/10.23641/asha.12560147