Mismatched response predicts behavioral speech discrimination outcomes in infants with hearing loss and normal hearing

Children with hearing loss (HL) remain at risk for poorer language abilities than normal hearing (NH) children despite targeted interventions; reasons for these differences remain unclear. In NH children, research suggests speech discrimination is related to language outcomes, yet we know little about it in children with HL under the age of 2 years. We utilized a vowel contrast, /a-i/, and a consonant-vowel contrast, /ba-da/, to examine speech discrimination in 47 NH infants and 40 infants with HL. At Mean age =3 months, EEG recorded from 11 scalp electrodes was used to compute the time-frequency mismatched response (TF-MMR_SE) to the contrasts; at Mean age =9 months, behavioral discrimination was assessed using a head turn task. A machine learning (ML) classifier was used to predict behavioral discrimination when given an arbitrary TF-MMR_SE as input, achieving accuracies of 73% for exact classification and 92% for classification within a distance of one class. Linear fits revealed a robust relationship regardless of hearing status or speech contrast. TF-MMR_SE responses in the delta (1–3.5 Hz), theta (3.5–8 Hz), and alpha (8–12 Hz) bands explained the most variance in behavioral task performance. Our findings demonstrate the feasibility of using TF-MMR_SE to predict later behavioral speech discrimination.     

Prosody and the Acquisition of Hierarchical Structure in Toddlers and Adults

Though language manifests linearly, one word at a time, children must learn that words are embedded in constituents, which are in turn embedded in larger constituents. That is, they must learn that syntax is hierarchically structured. Prosody—speech melody and rhythm—is likewise hierarchically organized, with smaller prosodic constituents embedded in larger ones. This paper presents results showing that 20‐month‐olds (N = 40) can use modifier + clause prosody to learn constituents at multiple levels in a hierarchically structured artificial grammar, but that they fail to learn from clause + modifier prosody. We consider several explanations for this asymmetry, and suggest that it may be due to the frequency of the two constructions in the input. Two parallel experiments with adults suggest that older learners may not be able to learn the prosodically marked constituents. Instead, adult responses are likely based on perceptually prominent boundary words.     

Maternal input and infants’ response to infant‐directed speech

Caregivers typically use an exaggerated speech register known as infant‐directed speech (IDS) in communication with infants. Infants prefer IDS over adult‐directed speech (ADS) and IDS is functionally relevant in infant‐directed communication. We examined interactions among maternal IDS quality, infants’ preference for IDS over ADS, and the functional relevance of IDS at 6 and 13 months. While 6‐month‐olds showed a preference for IDS over ADS, 13‐month‐olds did not. Differences in gaze following behavior triggered by speech register (IDS vs. ADS) were found in both age groups. The degree of infants’ preference for IDS (relative to ADS) was linked to the quality of maternal IDS infants were exposed to. No such relationship was found between gaze following behavior and maternal IDS quality and infants’ IDS preference. The results speak to a dynamic interaction between infants’ preference for different kinds of social signals and the social cues available to them.     

Child Neglect and Its Association With Subsequent Juvenile Drug and Alcohol Offense

This study presents empirical findings about the association between childhood neglect and adolescents’ subsequent involvement with drug and alcohol related offense from a sample of 251 neglected children and their community matched control (N = 502) from a 17-year period longitudinal data set. Findings confirmed that neglected children were at greater risk to be arrested for later juvenile drug and alcohol offenses than non-neglected children. Being male, White and the presence of domestic violence also significantly contributed to elevated risks of being arrested for juvenile drug and alcohol violations for neglected children. Implications for practice and future research are discussed.     

Caregiving environment and socio-emotional development of foster-placed FASD-children

The study investigated the role of the postnatal caregiving environment in the socio-emotional development of children under the age of 16 who had been exposed to alcohol in utero and placed in foster family care (n = 38). Quantitative and qualitative methods of analysis were utilized. Based on psychological examinations, most of the children (76%) were reported to have at least one developmental problem; concentration, attention and language/speech problems being the most typical. The critical issues affecting children's development were 1) the range of somatic illnesses and disabilities that had impaired their functional capacity, 2) children's age at the time of the first placement and of entry into long-term foster family care, and 3) the number of traumatic experiences. Placement outside a biological family at an early age decreased, and traumatic experiences, illnesses and disabilities increased socio-emotional problems (including neuropsychological problems). Undiagnosed children had more behavioural problems measured by the Child Behaviour Checklist than children with foetal alcohol syndrome, but in general the differences between the diagnostic categories were small. Damage to the central nervous system by prenatal alcohol exposure together with lack of constructive early interaction seems to launch a process which may make it difficult for the child to form a coherent picture of him-/herself and to control his/her feelings and behaviour.     

Age‐Related Changes in Prosodic Features of Maternal Speech to Prelingually Deaf Infants with Cochlear Implants

This study investigated prosodic and structural characteristics of infant‐directed speech to hearing‐impaired infants as they gain hearing experience with a cochlear implant over a 12‐month period of time. Mothers were recorded during a play interaction with their HI infants (N = 27, mean age 18.4 months) at 3, 6, and 12 months postimplantation. Two separate control groups of mothers with age‐matched normal‐hearing infants (NH‐AM) (N = 21, mean age 18.1 months) and hearing experience‐matched normal‐hearing infants (NH‐EM) (N = 24, mean age 3.1 months) were recorded at three testing sessions. Mothers produced less exaggerated pitch characteristics, a larger number of syllables per utterance, and faster speaking rate when interacting with NH‐AM as compared to HI infants. Mothers also produced more syllables and demonstrated a trend suggesting faster speaking rate in speech to NH‐EM relative to HI infants. Age‐related modifications included decreased pitch standard deviation and increased number of syllables in speech to NH‐AM infants and increased number of syllables in speech to HI and NH‐EM infants across the 12‐month period. These results suggest that mothers are sensitive to the hearing status of their infants and modify characteristics of infant‐directed speech over time.     

Analyzing the effect of sibling number on input and output in the first 18 months

Prior research suggests that across a wide range of cognitive, educational, and health-based measures, first-born children outperform their later-born peers. Expanding on this literature using naturalistic home-recorded data and parental vocabulary reports, we find that early language outcomes vary by number of siblings in a sample of 43 English-learning U.S. children from mid-to-high socioeconomic status homes. More specifically, we find that children in our sample with two or more—but not one—older siblings had smaller productive vocabularies at 18 months, and heard less input from caregivers across several measures than their peers with less than two siblings. We discuss implications regarding what infants experience and learn across a range of family sizes in infancy.     

Beginning street life: Factors contributing to children working and living on the streets of Khartoum, Sudan

Understanding why some children work on the streets while others live there, and how causal factors differ by gender, is important in developing effective services for them. This study examined these questions in Sudan using participant observation, qualitative interviews, and surveys of working boys (n = 1025), working girls (n = 192), street boys (n = 397), and street girls (n = 35). Street children were less likely than working children to have local families (66% and 77%, p < 0.001), and more likely to have experienced some prior hardships, e.g. a mother's death (17% and 10%, p < 0.001), or coming from the war-torn south (30% and 10%, p < 0.001). 70% of street children and 10% of working children had abused (i.e. sniffed and sucked) glue (p < 0.001); initiating glue abuse often coincided with a transition from working to living on the streets. Within groups, conditions ‘pushing’ girls to street life were often harsher than for boys. For working girls, these included death of both parents (10% and 3%, p < 0.001), and/or insufficient food at home (59% and 43%, p < 0.001). For street girls, they included having a homeless family (23% and 9%, p = 0.019), and/or insufficient food at home (63% and 40%, p = 0.008), but street girls also more often reported boredom at home (80% and 48%, p < 0.001). Services should be tailored to the particular needs of each group by gender, including community-based prevention, street-based health and safety interventions, and street child counseling and re-integration programs.     

Healthcare-Related Financial Burden Among Families in the U.S.: The Role of Childhood Activity Limitations and Income

This study examined the impact of childhood activity limitations on family financial burden in the U.S. We used ten complete panels (1996–2006) of the Medical Expenditure Panel Survey (MEPS) to evaluate the burden of out-of-pocket healthcare expenditures for 17,857 families with children aged 0–17 years. Multivariate generalized linear models were used to examine the relationship between childhood activity limitation status and both absolute and relative financial burden. Families of children with limitations had higher absolute out-of-pocket healthcare expenditures than families of children without limitations ($594.36 higher; p < 0.05), and were 54% more likely to experience relative burden (p < 0.05). Substantial socioeconomic disparities in financial burden were observed. Policies are needed to enable these families to access appropriate and affordable healthcare services.     

Sequences of toddler negative emotion and parent–toddler verbal communication during a waking day

Although the second year of life is characterized by dramatic changes in expressive language and by increases in negative emotion expression, verbal communication and emotional communication are often studied separately. With a sample of twenty‐five one‐year‐olds (12–23 months), we used Language Environment Analysis (LENA; Xu, Yapanel, & Gray, 2009, Reliability of the LENA? language environment analysis system in young children’s natural home environment. LENA Foundation) to audio‐record and quantify parent–toddler communication, including toddlers’ vocal negative emotion expressions, across a full waking day. Using a multilevel extension of lag‐sequential analysis, we investigated whether parents are differentially responsive to toddlers’ negative emotion expressions compared to their verbal or preverbal vocalizations, and we examined the effects of parents’ verbal responses on toddlers’ subsequent communicative behavior. Toddlers’ negative emotions were less likely than their vocalizations to be followed by parent speech. However, when negative emotions were followed by parent speech, toddlers were most likely to vocalize next. Post hoc analyses suggest that older toddlers and toddlers with higher language abilities were more likely to shift from negative emotion to verbal or preverbal vocalization following parent response. Implications of the results for understanding the parent–toddler communication processes that support both emotional development and verbal development are discussed.     

Pathways among Caregiver Education,Household Resources,and Infant Growth in 39 Low‐ and Middle‐Income Countries

Caregiver education is known to relate to the growth of children, but possible mediation mechanisms of this association are poorly characterized and generally lack empirical support. We test whether instructional capital (caregiver education) leads to improved infant growth through availability of physical capital (household resources) across a wide swath of low‐ and middle‐income countries (LMIC). Using the Multiple Indicator Cluster Survey, we explore relations among caregiver education, household resources, and infant (M age = 0.99 years) growth in 117,881 families living in 39 LMIC. Overall, household resources mediated 76% of the small association between caregiver education and infant growth. When disaggregated by countries characterized by low, medium, and high levels of human development (as indexed by average life expectancy, education, and gross domestic product), household resources mediated 48–78% of the association between caregiver education and infant growth. Caregiver education had effects on infant growth through household resources in countries characterized by low, medium, and high levels of human development; for girls and boys; and controlling for indexes of infant feeding and health.     

Parenthood and dynamics of life satisfaction in times of COVID-19

We analyze data from the UK Household Longitudinal Study, including a pre-pandemic baseline and seven survey waves between May 2020 and September 2021. Fixed effects panel regression models are run over more than 11,000 individuals, distinguishing among women and men with young children (<5 years), older children (5–15 years), or no children in the household. We hypothesize that declines in life satisfaction during the first lockdown are sharper among parents, whose domestic demands increase, than among the childless. We develop competing hypotheses that parents might be resilient and have higher life satisfaction during the later phases of the pandemic (Adaptation Hypothesis) or that the pandemic stressors accumulate, leading to even lower satisfaction over time (Accumulation Hypothesis). The results only support the Accumulation Hypothesis among mothers. Whereas mothers fared comparatively well during the first lockdown, further pandemic stressors have seemingly exhausted their resilience, leading to stronger declines during the winter 2020/2021 lockdown. Among men with older children and without children, life satisfaction decreased during the first and subsequent lockdowns. Men with young children were the only group with almost unchanged life satisfaction throughout the pandemic.     

Longitudinal Pathways From Shyness in Early Childhood to Personality in Adolescence: Do Peers Matter?

Temperamental shyness in childhood is theorized to be an important contributor for adolescent personality. However, empirical evidence for such pathways is scarce. Using longitudinal data (N = 939 children, 51% boys) across 17 years, the aim of this study was to examine how shyness development throughout childhood predicted personality traits in adolescence, and the role of peers in these associations. Results from piecewise latent growth curve modeling showed early shyness levels to predict lower emotional stability and openness in adolescence, whereas early shyness levels and growth across childhood predicted lower extraversion. Peer problems in early adolescence accounted for these associations. This study is the first to demonstrate the role of childhood shyness and peer relations for adolescents’ personality development.     

Effects of face masks on language comprehension in bilingual children

Due to the COVID-19 pandemic, many children receive language input through face coverings. The impact of face coverings for children's abilities to understand language remains unclear. Past research with monolingual children suggests that hearing words through surgical masks does not disrupt word recognition, but hearing words through transparent face shields proves more challenging. In this study, we investigated effects of different face coverings (surgical masks and transparent face shields) on language comprehension in bilingual children. Three-year-old English-Mandarin bilingual children (N = 28) heard familiar words in both English and Mandarin spoken through transparent face shields, surgical masks, and without masks. When tested in English, children recognized words presented without a mask and through a surgical mask, but did not recognize words presented with transparent face shields, replicating past findings with monolingual children. In contrast, when tested in Mandarin, children recognized words presented without a mask, through a surgical mask, and through a transparent face shield. Results are discussed in terms of specific properties of English and Mandarin that may elicit different effects for transparent face shields. Overall, the present findings suggest that face coverings, and in particular, surgical masks do not disrupt spoken word recognition in young bilingual children.     

Infants' lexical comprehension and lexical anticipation abilities are closely linked in early language development

Theories across cognitive domains propose that anticipating upcoming sensory input supports information processing. In line with this view, prior findings indicate that adults and children anticipate upcoming words during real-time language processing, via such processes as prediction and priming. However, it is unclear if anticipatory processes are strictly an outcome of prior language development or are more entwined with language learning and development. We operationalized this theoretical question as whether developmental emergence of comprehension of lexical items occurs before or concurrently with the anticipation of these lexical items. To this end, we tested infants of ages 12, 15, 18, and 24 months (N = 67) on their abilities to comprehend and anticipate familiar nouns. In an eye-tracking task, infants viewed pairs of images and heard sentences with either informative words (e.g., eat) that allowed them to anticipate an upcoming noun (e.g., cookie), or uninformative words (e.g., see). Findings indicated that infants' comprehension and anticipation abilities are closely linked over developmental time and within individuals. Importantly, we do not find evidence for lexical comprehension in the absence of lexical anticipation. Thus, anticipatory processes are present early in infants' second year, suggesting they are a part of language development rather than solely an outcome of it.     

In a Nervous Voice: Acoustic Analysis and Perception of Anxiety in Social Phobics’ Speech

This study investigated the effects of anxiety on nonverbal aspects of speech using data collected in the framework of a large study of social phobia treatment. The speech of social phobics (N = 71) was recorded during an anxiogenic public speaking task both before and after treatment. The speech samples were analyzed with respect to various acoustic parameters related to pitch, loudness, voice quality, and temporal aspects of speech. The samples were further content-masked by low-pass filtering (which obscures the linguistic content of the speech but preserves nonverbal affective cues) and subjected to listening tests. Results showed that a decrease in experienced state anxiety after treatment was accompanied by corresponding decreases in (a) several acoustic parameters (i.e., mean and maximum voice pitch, high-frequency components in the energy spectrum, and proportion of silent pauses), and (b) listeners’ perceived level of nervousness. Both speakers’ self-ratings of state anxiety and listeners’ ratings of perceived nervousness were further correlated with similar acoustic parameters. The results complement earlier studies on vocal affect expression which have been conducted on posed, rather than authentic, emotional speech.     

Families of Children with Serious Emotional Disturbances: Parent Perceptions of Family Resources and Stressors

This study addresses the dearth of research on families of children with serious emotional disturbances (SEDs) by examining parents’ perceptions of their families’ resources and stressors. Parent and/or guardian responses on the Family Inventory of Resources and Stressors (FIRST) whose children were receiving treatment for SEDs (n = 80) were compared to those with children without SEDs (n = 48). One-way ANCOVA analyses revealed that, when controlling for income and education level, families of children with SEDs reported significantly greater stress levels than families of children without SEDs, but both groups reported similar levels of resources. The principles derived from this study provide critical information for treatment providers and researchers seeking to develop an in-depth understanding of the resources and stressors of families of children with SEDs so as to more effectively collaborate with them in treatment planning.     

Parental Speech at 6 Months Predicts Joint Attention at 12 Months

In a prospective longitudinal study of a representative community sample (N = 264), mothers' references to infants' mental states were coded during a topic‐sharing task in the home at 6 months. Joint attention behaviour was assessed in the laboratory at 12 months. Individual joint attention skills (gaze following, gaze alternating, and declarative pointing) were significantly inter‐correlated, with a single factor accounting for 68% of the variance. Mothers' references to infants' mental states at 6 months predicted infants' joint attention at 12 months. The association was not explained by sociodemographic characteristics of the family, the mother's mental state, or by the quantity or acoustic properties of her speech. However, variability in pitch of maternal speech was an independent predictor of the infants' later joint attention skills. Taken together, these findings suggest that mothers' infant‐directed speech fosters infants' attentive participation in topic‐sharing interactions, which in turn provide an important arena in which joint attention skills develop over the first year of life.     

The Development of Referential Communication and Autism Symptomatology in High‐Risk Infants

Non‐verbal referential communication is impaired in children with autism spectrum disorders (ASD). However, the development of difficulties with referential communication in the younger siblings of children with ASD (High‐Risk Siblings)—and the degree to which early referential communication predicts later autism symptomatology—is not clear. We modeled the early developmental trajectories of three types of referential communication: responding to joint attention (RJA), initiating joint attention (IJA), and initiating behavioral requests (IBR) across 8, 10, 12, 15, and 18 months of age in High‐Risk Siblings (n = 40) and the infant siblings of children without ASD (Low‐Risk Siblings; n = 21). Hierarchical linear modeling indicated that High‐Risk Siblings exhibited lower levels of baseline RJA and IJA and a lower rate of linear change in IBR than Low‐Risk Siblings. When the 10 High‐Risk Siblings who received an ASD diagnosis were excluded from analyses, group differences in the development of referential communication remained significant only for RJA. Baseline levels of IJA were associated with later ASD symptomatology among High‐Risk Siblings, suggesting that individual differences in referential communication development at 8 months may index early manifestations of ASD.