The Role of Verbal Repetition in the Development of Infant Speech Preferences From 4 to 14 Months of Age

McRoberts, Gerald W.; McDonough, Colleen; Lakusta, Laura

doi:10.1080/15250000802707062

Cited by 54 publications

(60 citation statements)

References 47 publications

(117 reference statements)

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“…Second, our finding that infants with CIs showed preference for IDS over silence is consistent with and extends previous findings that infants with CIs preferred listening to child-directed speech over both white noise and timereversed speech (Segal & Kishon-Rabin, 2011). Third, our finding that the chronological age-matched control group with NH showed a preference for IDS and ADS over silence, but did not show preference for IDS over ADS, is in line with the developmental change in infants' IDS preference, such that infants older than 13 months of age typically do not show IDS preference over ADS (Fernald, 1985;McRoberts, McDonough, & Lakusta, 2009). Fourth, infants with CIs displayed IDS preference similar to their hearing experience-matched peers, rather than their chronological age-matched peers.…”

Section: Discussionsupporting

confidence: 79%

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Wang

Bergeson

Houston

2017

J Speech Lang Hear Res

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Purpose: Both theoretical models of infant language acquisition and empirical studies posit important roles for attention to speech in early language development. However, deaf infants with cochlear implants (CIs) show reduced attention to speech as compared with their peers with normal hearing (NH; Horn, Davis, Pisoni, & Miyamoto, 2005;Houston, Pisoni, Kirk, Ying, & Miyamoto, 2003), which may affect their acquisition of spoken language. The main purpose of this study was to determine (a) whether infantdirected speech (IDS) enhances attention to speech in infants with CIs, as compared with adult-directed speech (ADS), and (b) whether the degree to which infants with CIs pay attention to IDS is associated with later language outcomes. Method: We tested 46 infants-12 prelingually deaf infants who received CIs before 24 months of age and had 12 months of hearing experience (CI group), 22 hearing experience-matched infants with NH (NH-HEM group), and 12 chronological age-matched infants with NH (NH-CAM group)-on their listening preference in 3 randomized blocks: IDS versus silence, ADS versus silence, and IDS versus ADS. We administered the Preschool Language Scale-Fourth Edition (PLS-4; Zimmerman, Steiner, & Pond, 2002) approximately 18 months after implantation to assess receptive and expressive language skills of infants with CIs. Results: In the IDS versus silence block, all 3 groups looked significantly longer to IDS than to silence. In the ADS versus silence block, both the NH-HEM and NH-CAM groups looked significantly longer to ADS relative to silence; however, the CI group did not show any preference. In the IDS versus ADS block, whereas both the CI and NH-HEM groups preferred IDS over ADS, the NH-CAM group looked equally long to IDS and ADS. IDS preference quotient among infants with CIs in the IDS versus ADS block was associated with PLS-4 Auditory Comprehension and PLS-4 Expressive Communication measures. Conclusions: Two major findings emerge: (a) IDS enhances attention to speech in deaf infants with CIs; (b) the degree of IDS preference over ADS relates to language development in infants with CIs. These results support a focus on input in developing intervention strategies to mitigate the effects of hearing loss on language development in infants with hearing loss.

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Section: Discussionsupporting

confidence: 79%

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Wang

Bergeson

Houston

2017

J Speech Lang Hear Res

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“…There was no sense of metre in the spoken conditions; in contrast, the sung files displayed a simple quadruple metre. Analysis of the sound recordings indicated the pitch range was in accordance with the previous research using speech and play songs directed to 4-month-olds (McRoberts, McDonough, & Lakusta, 2009;Trainor et al, 1997). Frequency recorded during the sung sound bites was 220-370 Hz compared to the spoken sound bites' 174.61-493.88 Hz, with the majority of the speech occurring between 277-311 Hz.…”

Section: Methodsmentioning

confidence: 86%

“…A number of these strategies have also been identified as features of typical language learning, such as the use of a familiar frame to cue the target word (Fernald & Mazzie, 1991;Fernald, McRoberts, & Swingley, 2001), reinforcing the target word in a singular format (Lew- Williams, Pelucchi, & Saffran, 2011), and the repetitive nature of the utterances (McRoberts et al, 2009). Furthermore, this intervention was presented using a computer interface.…”

Section: Sung and Spoken Conditionsmentioning

confidence: 98%

Teaching receptive labelling to children with autism spectrum disorder: A comparative study using infant-directed song and infant-directed speech

Simpson

Keen

Lamb

2015

Journal of Intellectual and Developmental Disability

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Background There is a growing body of literature investigating the efficacy of music interventions for children with autism spectrum disorder (ASD); however, little empirical research has been conducted into the use of musical elements to facilitate language learning. Methods This crossover-design study compared the responses of 22 children with ASD (M age = 5.88 years) to sung and spoken instructions embedded into a computer-based communication intervention designed to teach receptive labelling. Results There was no significant difference between the sung and spoken conditions. Following both conditions, there was a significant increase in receptive labelling skills; skills were generalised and were maintained at follow-up. A difference in group performance was found. Conclusion Further research is required to investigate child characteristics that may impact on children's performance using this approach.

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“…Infants' preference for age-appropriate CDS also changes. Older infants demonstrate a preference for prosodic properties (pitch and pitch variability), while younger infants demonstrate preferences for repetition and shorter utterances (McRoberts et al 2009;Segal and Newman 2015). These changes in CDS through development may be an indication of the features of CDS that are useful for particular tasks in language development, such as lexical or syntactic acquisition.…”

Section: Introductionmentioning

confidence: 96%

The Influence of Child-Directed Speech on Word Learning and Comprehension

Foursha-Stevenson

Schembri

Nicoladis

et al. 2016

J Psycholinguist Res

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This paper describes an investigation into the function of child-directed speech (CDS) across development. In the first experiment, 10-21-month-olds were presented with familiar words in CDS and trained on novel words in CDS or adult-directed speech (ADS). All children preferred the matching display for familiar words. However, only older toddlers in the CDS condition preferred the matching display for novel words. In Experiment 2, children 3-6 years of age were presented with a sentence comprehension task in CDS or ADS. Older children performed better overall than younger children with 5- and 6-year-olds performing above chance regardless of speech condition, while 3- and 4-year-olds only performed above chance when the sentences were presented in CDS. These findings provide support for the theory that CDS is most effective at the beginning of acquisition for particular constructions (e.g. vocabulary acquisition, syntactic comprehension) rather than at a particular age or for a particular task.

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The Role of Verbal Repetition in the Development of Infant Speech Preferences From 4 to 14 Months of Age

Cited by 54 publications

References 47 publications

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Infant-Directed Speech Enhances Attention to Speech in Deaf Infants With Cochlear Implants

Teaching receptive labelling to children with autism spectrum disorder: A comparative study using infant-directed song and infant-directed speech

The Influence of Child-Directed Speech on Word Learning and Comprehension

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