Is Infant-Directed Speech Prosody a Result of the Vocal Expression of Emotion?

Trainor, Laurel J.; Austin, Caren M.; Desjardins, Renée

doi:10.1111/1467-9280.00240

Cited by 319 publications

(325 citation statements)

References 37 publications

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“…It is argued the input infants receive in affective 'baby-talk' or infant-directed speech prosody (Trainor, Austin & Desjardins, 2000), as well as the songs mothers and other caregivers sing (Bergeson & Trehub, 2002), has an impact of linguistic and musical development. Nursery rhymes and lullabies are some of the first language input that occurs with enough repetition to encourage memorization and therefore acquisition (Howle, 1989).…”

Section: First Language Acquisitionmentioning

confidence: 99%

Why Use Music in English Language Learning? A Survey of the Literature

Engh¹

2013

ELT

100

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The use of music and song in the English language-learning classroom is not new. While many teachers intuitively feel that music is beneficial in teaching English language, there is sometimes a lack of the theoretical underpinnings that support such a choice. There are examples in the literature to argue the strong relationship between music and language that are substantiated by research in the fields of cognitive science, anthropology, sociolinguistics, psycholinguistics, First Language Acquisition (FLA) and Second Language Acquisition (SLA).

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Section: First Language Acquisitionmentioning

confidence: 99%

Why Use Music in English Language Learning? A Survey of the Literature

Engh¹

2013

ELT

100

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“…The SUSAS database (Hansen and BouGhazale, 1997) covers stress. The database used by Slaney and McRoberts (1998) covers mother-child interactions, which it has been argued are vocally related to emotion (Trainor et al, 2000). More directly related to emotion, but still narrowly focussed, is the Geneva groupÕs recording of travellers who had lost their luggage (see table).…”

Section: Naturalnessmentioning

confidence: 99%

Emotional speech: Towards a new generation of databases

Douglas‐Cowie

Campbell²,

Cowie

et al. 2003

Speech Communication

366

180

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Research on speech and emotion is moving from a period of exploratory research into one where there is a prospect of substantial applications, notably in human-computer interaction. Progress in the area relies heavily on the development of appropriate databases. This paper addresses four main issues that need to be considered in developing databases of emotional speech: scope, naturalness, context and descriptors. The state of the art is reviewed. A good deal has been done to address the key issues, but there is still a long way to go. The paper shows how the challenge of developing appropriate databases is being addressed in three major recent projects--the Reading-Leeds project, the Belfast project and the CREST-ESP project. From these and other studies the paper draws together the tools and methods that have been developed, addresses the problems that arise and indicates the future directions for the development of emotional speech databases. Ó 2002 Elsevier Science B.V. All rights reserved.Re esume e LÕe etude de la parole et de lÕe emotion, partie du stade de la recherche exploratrice, en arrive maintenant au stade qui est celui dÕapplications importantes, notamment dans lÕinteraction homme-machine. Le progre es en ce domaine de epend e etroitment du de eveloppement de bases de donne ees approprie ees. Cet article aborde quatre points principaux qui me eritent notre attention a a ce sujet: lÕe etendue, lÕauthenticite e, le contexte et les termes de description. Il pre esente un compte-rendu de la situation actuelle dans ce domaine et e evoque les avance ees faites, et celles qui restent a a faire. LÕarticle montre comment trois re ecents projets importants (celui de Reading-Leeds, celui de Belfast, et celui de CREST-ESP) ont releve e le de efi pose e par la construction de bases de donne ees approprie ees. A partir de ces trois projets, ainsi que dÕautres travaux, les auteurs pre esentment un bilan des outils et me ethodes utilise es, identifient les proble emes qui y sont associe es, et indiquent la direction dans laquelle devraient sÕorienter les recherches a a venir.

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“…These latter findings are in contrast to those from preference paradigms suggesting that differences in responding to ID vs. AD speech are due primarily to differences in emotional tone (e.g., Kitamura & Burnham, 1998;Singh et al, 2002;Trainor et al 2000). More recent work from our laboratory showing that infants of chronically depressed mothers do not acquire associations when happy-sounding ID speech from nondepressed mothers predicts a smiling female face suggests that nominal affective mismatches between voice and face cannot completely account for infant learning failures in this paradigm.…”

Section: Discussionmentioning

confidence: 80%

“…Trainor, Austin, and Desjardins (2000) showed that acoustic differences between ID and AD speech are minimized or disappear entirely when emotional content is held constant. Singh, Morgan, and Best (2002) provided support for this position by showing that 6-monthold infants' listening preferences for ID over AD speech were eliminated when the emotional tone was held constant.…”

Section: Discussionmentioning

confidence: 99%

Infant-directed speech produced by fathers with symptoms of depression: Effects on infant associative learning in a conditioned-attention paradigm

Kaplan¹,

Sliter²,

Burgess³

2007

Infant Behavior and Development

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Infant-directed (ID) speech produced by fathers who varied in their number of self-reported symptoms of depressed was analyzed for differences its ability to promote infant voice-face associative learning. Infants of fathers with elevated scores on the Beck Depression Inventory-II (BDI-II) showed significantly poorer learning than did infants of fathers with non-elevated BDI-II scores when their fathers' ID speech served as a conditioned stimulus for a face reinforcer in a conditioned-attention paradigm. Fathers with elevated BDI-II scores produced ID speech with marginally significantly lower F 0 variability than fathers with non-elevated BDI-II scores. However, F 0 -related cues were uncorrelated with infant learning. Overall, fathers' ID speech contained significantly less F 0 modulation than did mothers' ID speech. These findings show that paternal depression, like maternal depression, adversely affects infant learning in a conditioned-attention paradigm.

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Is Infant-Directed Speech Prosody a Result of the Vocal Expression of Emotion?

Cited by 319 publications

References 37 publications

Why Use Music in English Language Learning? A Survey of the Literature

Why Use Music in English Language Learning? A Survey of the Literature

Emotional speech: Towards a new generation of databases

Infant-directed speech produced by fathers with symptoms of depression: Effects on infant associative learning in a conditioned-attention paradigm

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