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project Modeling infant language acquisition from parent-child - - PowerPoint PPT Presentation

Dec 15, 2022 406 likes •624 views

The Swedish MINT- project Modeling infant language acquisition from parent-child interaction Tove Gerholm & David Pagmar International workshop on Department of Linguistics Assessment of Multimodal Multilingual Stockholm University

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The Swedish MINT- project

Modeling infant language acquisition from parent-child interaction

Tove Gerholm & David Pagmar Department of Linguistics Stockholm University

International workshop on Assessment of Multimodal Multilingual Outcomes in Deaf and Hard-of-Hearing Children Stockholm Workshop 13-15/6 2016

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Structure of talk

  • Project description
  • Goals and aims
  • Components
  • Practicalities
  • The Sessions
  • Coding
  • Coding categories
  • ELAN
  • Current work
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The Swedish MINT-project

  • Marcus and Amalia Wallenberg Foundation (2011.007)
  • 5 years (2013-2017)
  • One child and one parent
  • 83 subjects (Nov 2013)  72 subjects (June 2016)

– 40 boys & 32 girls; 2 twin couples; about 15 bi- or multilingual – non-probability sample (interested parents among 2000 randomly selected) – longitudinal: 3-36 months, every third month

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Goals and aims

  • To reach a better understanding of the role played

by different modalities in language development, and to understand the relation between modalities

  • To build a multimodal database for Swedish

children in the ages 0;3-3;0

  • To use the knowledge gained to model the

language acquisition process

  • To identify factors beneficial for language outcome
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SLIDE 5

Statistical Modeling Computational Modeling

Multiple Linear Regression Structural equation modeling

Behavioral Data Back- ground Test data

Model

Components

5

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SLIDE 6

Components

  • Background (family situation, health situation, languages)
  • Test Data

– SECDI (from 0;9 to 3;0) – PPVT at 2;9 – Nonverbal IQ subtest at 3;0 – Executive functioning at later stage – Parents’ understanding of Communicative Aspects

  • Behavioral Data

– vocal, verbal, gesture, gaze, touch, activity, etc – Test of Joint Attention, Turn-taking, Imitation – LENA recording at home (10h) at 2;6 for a subset of children

6

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Practicalities

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The Sessions

  • Free interaction (10-15 min)
  • A few toys
  • Picture book
  • Mo, Na, Li
  • Test leader interacts with the child (5-10 min)
  • Prompted and non-prompted imitation; deferred imitation
  • Language comprehension test
  • Working memory test
  • PPVT
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SLIDE 9
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Coding categories

  • Vocal/Verbal

– Orthographic transcription – Controlled Vocabulary (CV) children 0;3-0;9 – Symbols for specifics: repetitions; adult-directed speech; ingressive speech; formulaic speech; ungrammatical; whispering; …

  • Gaze (CV)

– Gaze at parent/child/researcher – Gaze at object/hand – Out of frame/other

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  • Gesture

– CV for children 0;3-0;6 (wriggling etc) – Categories: deictic; emblem; iconic; emphatic; emotive; action; show; offer; grooming; other

  • Touch

– Specifies body part and manner – Differentiates between skin-skin and other

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  • Facial expression (CV)

– Excited; neutral; happy; concerned; drama; …

  • Mood (CV)

– Content-alert; frustrated; excited; …

  • Activity (CV)

– Picture book; doll play; rhymes; …

  • Context (CV)

– Instructions; conversing child/adult; …

  • Distance (CV)

– Within reach; out of reach; body contact

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SLIDE 13
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Current work

  • Correlations between touch at 0;3 and productive

vocabulary at 1;6

R = .824, p < .05

(Gerholm & Pagmar, in preparation)

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SLIDE 15

Current work

  • Correlations between touch at 0;3 and productive

vocabulary at 1;6

  • Other co-occurring elements: the child’s GAZE

(Gerholm & Pagmar, in preparation)

QC-GAZE O-GAZE A-GAZE

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Current work

  • Correlations between touch at 0;3 and productive

vocabulary at 1;6

  • Other co-occurring elements: the parents’ GAZE

(Gerholm & Pagmar, in preparation)

QC-GAZE O-GAZE A-GAZE

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SLIDE 17

Current work

  • Other co-occurring elements: gestural distribution

7M0Z

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Current work

  • Modeling parent output at 1;0 and 2;0

– Mapping out interactional units – Patterns of overlapping output from parent and child – Different behavioral strategies

  • Abrupt stops
  • Small overlaps
  • Large overlaps
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Completed and ongoing studies

  • Completed

– Pagmar, D. (2016). Frequency, Form, and Distribution of Illocutionary Speech Acts in Swedish Parent- Child Interaction – Andersson, S. (2016). Verbal contents of repetitions in Swedish child-directed speech – Tahbaz, S. (2016). The Role of Touch in Language Acquisition (in Swedish) – Eriksson, F. (2016). Formulaic Language in Swedish Child-Directed Speech (in Swedish) – Pagmar, D. (2015). Noun Phrase Anaphora and Referential Behaviour in Child-Directed Speech During the Child’s First Year – Rask, L. (2015). Prosodic Features in Child-directed Speech during the Child's First Year – Andersson, S. (2015). Repetitions in Child-Directed Speech during the Child’s First Year (in Swedish) – Gustavsson, A. (2014). Touch in interaction between parents and their children (in Swedish)

  • Ongoing

– Imitative behavior (gestural and vocal) between 0;3 and 1;0 – Interactional Units (frequent multimodal clusters) in child-parent interaction between 0;3 and 1;0 – Gestural development between 0;3 and 1;0 – Correlations between touch at 0;3 and productive vocabulary at 1;6 – Parent output modeling at 1;0 and 2;0

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Thank you for your attention!

Contact: tove@ling.su.se Webpage: www.ling.su.se/MINT