Language environment and early language production in Slovenian infants: An exploratory study using daylong recordings

Daylong recordings provide an ecologically valid option for analyzing language input, and have become a central method for studying child language development. However, the vast majority of this work has been conducted in North America. We harnessed a unique collection of daylong recordings from Slovenian infants (age: 16-30 months, N = 40, 18 girls), and focus our attention on manually annotated measures of parentese (infant-directed speech with a higher pitch, slower tempo, and exaggerated intonation), conversational turns, infant words, and word combinations. Measures from daylong recordings showed large variation, but were comparable to previous studies with North American samples. Infants heard almost twice as much speech and parentese from mothers compared to fathers, but there were no differences in language input to boys and girls. Positive associations were found between the social-interactional features of language input (parentese, turn-taking) and infants' concurrent language production. Measures of child speech from daylong recordings were positively correlated with measures obtained through the Slovenian MacArthur-Bates Communicative Development Inventory. These results support the notion that the social-interactional features of parental language input are the foundation of infants' language skills, even in an environment where infants spend much of their waking hours in childcare settings, as they do in Slovenia.

Mother-infant social and language interactions at 3 months are associated with infants' productive language development in the third year of life

Previous studies underscore the importance of social interactions for child language development-particularly interactions characterized by maternal sensitivity, infant-directed speech (IDS), and conversational turn-taking (CT) in one-on-one contexts. Although infants engage in such interactions from the third month after birth, the prospective link between speech input and maternal sensitivity in the first half year of life and later language development has been understudied. We hypothesized that social interactions embodying maternal sensitivity, IDS and CTs in the first 3 months of life, are significantly associated with later language development and tested this using a longitudinal design. Using a sample of 40 3-month-old infants, we assessed maternal sensitivity during a structured mother-infant one-on-one (1:1) interaction based on a well-validated scoring system (the Coding Interactive Behavior system). Language input (IDS, CT) was assessed during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were obtained from 18 to 30 months of age using the MacArthur-Bates Communicative Development Inventory. Three novel findings emerged. First, maternal sensitivity at 3 months was significantly associated with infants' productive language scores at 18, 21, 24, 27, and 30 months of age. Second, LENA-recorded IDS during mother-infant 1:1 interaction in the home environment at 3 months of age was positively correlated with productive language scores at 24, 27, and 30 months of age. Third, mother-infant CTs during 1:1 interaction was significantly associated with infants' productive language scores at 27 and 30 months of age. We propose that infants' social attention to speech during this early period-enhanced by sensitive maternal one-on-one interactions and IDS-are potent factors in advancing language development.

Heart-to-heart: infant heart rate at 3 months is linked to infant-directed speech, mother-infant interaction, and later language outcomes

Introduction

Previous studies underscore the importance of speech input, particularly infant-directed speech (IDS) during one-on-one (1:1) parent-infant interaction, for child language development. We hypothesize that infants' attention to speech input, specifically IDS, supports language acquisition. In infants, attention and orienting responses are associated with heart rate deceleration. We examined whether individual differences in infants' heart rate measured during 1:1 mother-infant interaction is related to speech input and later language development scores in a longitudinal study.

Methods

Using a sample of 31 3-month-olds, we assessed infant heart rate during mother-infant face-to-face interaction in a laboratory setting. Multiple measures of speech input were gathered at 3 months of age during naturally occurring interactions at home using the Language ENvironment Analysis (LENA) system. Language outcome measures were assessed in the same children at 30 months of age using the MacArthur-Bates Communicative Development Inventory (CDI).

Results

Two novel findings emerged. First, we found that higher maternal IDS in a 1:1 context at home, as well as more mother-infant conversational turns at home, are associated with a lower heart rate measured during mother-infant social interaction in the laboratory. Second, we found significant associations between infant heart rate during mother-infant interaction in the laboratory at 3 months and prospective language development (CDI scores) at 30 months of age.

Discussion

Considering the current results in conjunction with other converging theoretical and neuroscientific data, we argue that high IDS input in the context of 1:1 social interaction increases infants' attention to speech and that infants' attention to speech in early development fosters their prospective language growth.

Home Musical Activities Boost Premature Infants' Language Development

Infants born prematurely are considered at risk for language development delay and impairments. Using online parental reports, the present study investigated the influence of early musical experience in the home environment (Music@Home Infant Questionnaire) on language development (MacArthur-Bates Communicative Development Inventory) while controlling for general enrichment at home (Stim-Q Cognitive Home Environment Questionnaire) and perinatal post-traumatic stress disorder (Perinatal PTSD Questionnaire). Caregivers of 117 infants between 8 and 18 months of age (corrected age) without reported developmental difficulties completed an online survey. Results revealed that the musical home environment significantly predicted outcomes in reported infants' receptive vocabulary and gestural communication, independently from infants' corrected age and general enrichment of home activities. These findings constitute the first evidence that an enriched musical experience can enhance the development of early communication skills in a population at risk for language delays, namely infants born prematurely, opening the path for future intervention research in home and/or early childcare settings. Given that the majority of participants in this study were highly educated and from socioeconomically stable backgrounds, considerations regarding the generalizability of these results are discussed.

Parentese in infancy predicts 5-year language complexity and conversational turns

Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed its effects on longer-term outcomes. We assess the effects of parental quantity of speech, use of parentese (the acoustically exaggerated, clear, and higher-pitched speech), and turn-taking in infancy, on child language at 5 years. Using a longitudinal dataset of daylong LENA recordings collected with the same group of English-speaking infants (N=44) at 6, 10, 14, 18, 24 months and then again at 5 years, we demonstrate that parents' consistent (defined as stable and high) use of parentese in infancy was a potent predictor of lexical diversity, mean length of utterance, and frequency of conversational turn-taking between children and adults at Kindergarten entry. Together, these findings highlight the potential importance of a high-quality language learning environment in infancy for success at the start of formal schooling.

The Role of Feedback in the Statistical Learning of Language-Like Regularities

In language learning, learners engage with their environment, incorporating cues from different sources. However, in lab-based experiments, using artificial languages, many of the cues and features that are part of real-world language learning are stripped away. In three experiments, we investigated the role of positive, negative, and mixed feedback on the gradual learning of language-like statistical regularities within an active guessing game paradigm. In Experiment 1, participants received deterministic feedback (100%), whereas probabilistic feedback (i.e., 75% or 50%) was introduced in Experiment 2. Finally, Experiment 3 explored the impact of mixed probabilistic feedback (33% positive, 33% negative, 33% no feedback). The results showed that cross-situational learning of words was observed without feedback, but participants were able to learn structural regularities of the miniature language only when feedback was provided. Interestingly, the presence of positive feedback was particularly helpful for the learner, promoting more in-depth learning of the artificial language.

A comparison of automatic and manual measures of turn-taking in monolingual and bilingual contexts

The Language ENvironment Analysis system (LENA) records children's language environment and provides an automatic estimate of adult-child conversational turn count (CTC) by automatically identifying adult and child speech in close temporal proximity. To assess the reliability of this measure, we examine correlation and agreement between LENA's CTC estimates and manual measurement of adult-child turn-taking in two corpora collected in the USA: a bilingual corpus of Spanish-English-speaking families with infants between 4 and 22 months (n = 37), and a corpus of monolingual families with English-speaking 5-year-olds (n = 56). In each corpus for each child, 100 30-second segments were extracted from daylong recordings in two ways, yielding a total of 9300 minutes of manually annotated audio. LENA's CTC estimate for the same segments was obtained through the LENA software. The two measures of CTC had low correlations for the segments from the monolingual 5-year-olds sampled in both ways, and somewhat higher correlations for the bilingual samples. LENA substantially overestimated CTC on average, relative to manual measurement, for three out of four analysis conditions, and limits of agreement were wide in all cases. Segment-level analyses demonstrated that accidental contiguity had the largest individual impact on LENA's average CTC error, affecting 12-17% of analyzed segments. Other factors significantly contributing to CTC error were speech from other children, presence of multiple adults, and presence of electronic media. These results indicate wide discrepancies between LENA's CTC estimates and manual CTCs, and call into question the comparability of LENA's CTC measure across participants, conditions, and developmental time points.

Hamrick L, Marklund E, Kalashnikova M, Guez A, Casillas M, Benetti L, van Alphen P, Cristia A. Everyday language input and production in 1,001 children from six continents

Language is a universal human ability, acquired readily by young children, who otherwise struggle with many basics of survival. And yet, language ability is variable across individuals. Naturalistic and experimental observations suggest that children's linguistic skills vary with factors like socioeconomic status and children's gender. But which factors really influence children's day-to-day language use? Here, we leverage speech technology in a big-data approach to report on a unique cross-cultural and diverse data set: >2,500 d-long, child-centered audio-recordings of 1,001 2- to 48-mo-olds from 12 countries spanning six continents across urban, farmer-forager, and subsistence-farming contexts. As expected, age and language-relevant clinical risks and diagnoses predicted how much speech (and speech-like vocalization) children produced. Critically, so too did adult talk in children's environments: Children who heard more talk from adults produced more speech. In contrast to previous conclusions based on more limited sampling methods and a different set of language proxies, socioeconomic status (operationalized as maternal education) was not significantly associated with children's productions over the first 4 y of life, and neither were gender or multilingualism. These findings from large-scale naturalistic data advance our understanding of which factors are robust predictors of variability in the speech behaviors of young learners in a wide range of everyday contexts.

Mixed-Language Input and Infant Volubility: Friend or Foe?

Language mixing is a common feature of many bilingually-raised children's input. Yet how it is related to their language development remains an open question. The current study investigated mixed-language input indexed by observed (30-second segment) counts and proportions in day-long recordings as well as parent-reported scores, in relation to infant vocal activeness (i.e., volubility) when infants were 10 and 18 months old. Results suggested infants who received a higher score or proportion of mixed input in one-on-one social contexts were less voluble. However, within contexts involving language mixing, infants who heard more words were also the ones who produced more vocalizations. These divergent associations between mixed input and infant vocal development point for a need to better understand the causal factors that drive these associations.

Assessment of Language Development in Dual Language Learners: A Case Report

Propelled by immigration, language diversity is increasing in the United States, and more young children are exposed to two or more languages at home from birth. Known as dual language learners (DLLs), the benefits of this exposure include multilingual and multiliterate outcomes. However, DLLs introduce complexity for the pediatric provider's assessment of language development, identification of potential language delays, and timely referrals. If language delays are not promptly identified and followed with early intervention, they can persist and lead to poor outcomes across multiple domains.

Parent coaching from 6 to 18 months improves child language outcomes through 30 months of age

Interventions focused on the home language environment have been shown to improve a number of child language outcomes in the first years of life. However, data on the longer-term effects of the intervention are still somewhat limited. The current study examines child vocabulary and complex speech outcomes (N = 59) during the year following completion of a parent-coaching intervention, which was previously found to increase the quantity of parent-child conversational turns and to improve child language outcomes through 18 months of age. Measures of parental language input, child speech output, and parent-child conversational turn-taking were manually coded from naturalistic home recordings (Language Environment Analysis System, LENA) at regular 4-month intervals when children were 6- to 24-months old. Child language skills were assessed using the MacArthur-Bates Communicative Development Inventory (CDI) at four time-points following the final intervention session (at 18, 24, 27, and 30 months). Vocabulary size and growth from 18 to 30 months was greater in the intervention group, even after accounting for differences in child language ability during the intervention period. The intervention group also scored higher on measures of speech length and grammatical complexity, and these effects were mediated by 18-month vocabulary. Intervention was associated with increased parent-child conversational turn-taking in home recordings at 14 months, and mediation analysis suggested that 14-month conversational turn-taking accounted for intervention-related differences in subsequent vocabulary. Together, the results suggest enduring, positive effects of parental language intervention and underscore the importance of interactive, conversational language experience during the first 2 years of life. RESEARCH HIGHLIGHTS: Parent coaching was provided as part of a home language intervention when children were 6-18 months of age. Naturalistic home language recordings showed increased parent-child conversational turn-taking in the intervention group at 14 months of age. Measures of productive vocabulary and complex speech indicated more advanced expressive language skills in the intervention group through 30 months of age, a full year after the final intervention session. Conversational turn-taking at 14 months predicted subsequent child vocabulary and accounted for differences in vocabulary size across the intervention and control groups.

Comparing Different Measures of Bilingual Input Derived From Naturalistic Daylong Recordings

PURPOSE

Measuring language input, especially for infants growing up in bilingual environments, is challenging. Although the ways to measure input have expanded rapidly in recent years, there are many unresolved issues. In this study, we compared different measurement units and sampling methods used to estimate bilingual input in naturalistic daylong recordings.

METHOD

We used the Language Environment Analysis system to obtain and process naturalistic daylong recordings from 21 French-English bilingual families with an infant at 10 and 18 months of age. We examined global and context-specific input estimates and their relation with infant vocal activeness (i.e., volubility) when input was indexed by different units (adult word counts, speech duration, 30-s segment counts) and using different sampling methods (every-other-segment, top-segment).

RESULTS

Input measures indexed by different units were strongly and positively correlated with each other and yielded similar results regarding their relation with infant volubility. As for sampling methods, sampling every other 30-s segment was representative of the entire corpus. However, sampling the top segments with the densest input was less representative and yielded different results regarding their relation with infant volubility.

CONCLUSIONS

How well the input that a child receives throughout a day is portrayed by a selected sample and correlates with the child's vocal activeness depends on the choice of input units and sampling methods. Different input units appear to generate consistent results, while caution should be taken when choosing sampling methods.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.22335688.

Atypical functional connectivity of temporal cortex with precuneus and visual regions may be an early-age signature of ASD

BACKGROUND

Social and language abilities are closely intertwined during early typical development. In autism spectrum disorder (ASD), however, deficits in social and language development are early-age core symptoms. We previously reported that superior temporal cortex, a well-established social and language region, shows reduced activation to social affective speech in ASD toddlers; however, the atypical cortical connectivity that accompanies this deviance remains unknown.

METHODS

We collected clinical, eye tracking, and resting-state fMRI data from 86 ASD and non-ASD subjects (mean age 2.3 ± 0.7 years). Functional connectivity of left and right superior temporal regions with other cortical regions and correlations between this connectivity and each child's social and language abilities were examined.

RESULTS

While there was no group difference in functional connectivity, the connectivity between superior temporal cortex and frontal and parietal regions was significantly correlated with language, communication, and social abilities in non-ASD subjects, but these effects were absent in ASD subjects. Instead, ASD subjects, regardless of different social or nonsocial visual preferences, showed atypical correlations between temporal-visual region connectivity and communication ability (r(49) = 0.55, p < 0.001) and between temporal-precuneus connectivity and expressive language ability (r(49) = 0.58, p < 0.001).

LIMITATIONS

The distinct connectivity-behavior correlation patterns may be related to different developmental stages in ASD and non-ASD subjects. The use of a prior 2-year-old template for spatial normalization may not be optimal for a few subjects beyond this age range.

CONCLUSIONS

Superior temporal cortex is known to have reduced activation to social affective speech in ASD at early ages, and here we find in ASD toddlers that it also has atypical connectivity with visual and precuneus cortices that is correlated with communication and language ability, a pattern not seen in non-ASD toddlers. This atypicality may be an early-age signature of ASD that also explains why the disorder has deviant early language and social development. Given that these atypical connectivity patterns are also present in older individuals with ASD, we conclude these atypical connectivity patterns persist across age and may explain why successful interventions targeting language and social skills at all ages in ASD are so difficult to achieve.

Language Experience during Infancy Predicts White Matter Myelination at Age 2 Years

Parental input is considered a key predictor of language achievement during the first years of life, yet relatively few studies have assessed the effects of parental language input and parent-infant interactions on early brain development. We examined the relationship between measures of parent and child language, obtained from naturalistic home recordings at child ages 6, 10, 14, 18, and 24 months, and estimates of white matter myelination, derived from quantitative MRI at age 2 years (mean = 26.30 months, SD = 1.62, N = 22). Analysis of the white matter focused on dorsal pathways associated with expressive language development and long-term language ability, namely, the left arcuate fasciculus (AF) and superior longitudinal fasciculus (SLF). Frequency of parent-infant conversational turns (CT) uniquely predicted myelin density estimates in both the AF and SLF. Moreover, the effect of CT remained significant while controlling for total adult speech and child speech-related utterances, suggesting a specific role for interactive language experience, rather than simply speech exposure or production. An exploratory analysis of 18 additional tracts, including the right AF and SLF, indicated a high degree of anatomic specificity. Longitudinal analyses of parent and child language variables indicated an effect of CT as early as 6 months of age, as well as an ongoing effect over infancy. Together, these results link parent-infant conversational turns to white matter myelination at age 2 years, and suggest that early, interactive experiences with language uniquely contribute to the development of white matter associated with long-term language ability.SIGNIFICANCE STATEMENT Children's earliest experiences with language are thought to have profound and lasting developmental effects. Recent studies suggest that intervention can increase the quality of parental language input and improve children's learning outcomes. However, important questions remain about the optimal timing of intervention, and the relationship between specific aspects of language experience and brain development. We report that parent-infant turn-taking during home language interactions correlates with myelination of language related white matter pathways through age 2 years. Effects were independent of total speech exposure and infant vocalizations and evident starting at 6 months of age, suggesting that structured language interactions throughout infancy may uniquely support the ongoing development of brain systems critical to long-term language ability.

Learning how to learn from social feedback: The origins of early vocal development

Infants' prelinguistic vocalizations reliably organize vocal turn-taking with social partners, creating opportunities for learning to produce the sound patterns of the ambient language. This social feedback loop supporting early vocal learning is well-documented, but its developmental origins have yet to be addressed. When do infants learn that their non-cry vocalizations influence others? To test developmental changes in infant vocal learning, we assessed the vocalizations of 2- and 5-month-old infants in a still-face interaction with an unfamiliar adult. During the still-face, infants who have learned the social efficacy of vocalizing increase their babbling rate. In addition, to assess the expectations for social responsiveness that infants build from their everyday experience, we recorded caregiver responsiveness to their infants' vocalizations during unstructured play. During the still-face, only 5-month-old infants showed an increase in vocalizing (a vocal extinction burst) indicating that they had learned to expect adult responses to their vocalizations. Caregiver responsiveness predicted the magnitude of the vocal extinction burst for 5-month-olds. Because 5-month-olds show a vocal extinction burst with unfamiliar adults, they must have generalized the social efficacy of their vocalizations beyond their familiar caregiver. Caregiver responsiveness to infant vocalizations during unstructured play was similar for 2- and 5-month-olds. Infants thus learn the social efficacy of their vocalizations between 2 and 5 months of age. During this time, infants build associations between their own non-cry sounds and the reactions of adults, which allows learning of the instrumental value of vocalizing.

Language input in late infancy scaffolds emergent literacy skills and predicts reading related white matter development

Longitudinal studies provide the unique opportunity to test whether early language provides a scaffolding for the acquisition of the ability to read. This study tests the hypothesis that parental language input during the first 2 years of life predicts emergent literacy skills at 5 years of age, and that white matter development observed early in the 3rd year (at 26 months) may help to account for these effects. We collected naturalistic recordings of parent and child language at 6, 10, 14, 18, and 24 months using the Language ENvironment Analysis system (LENA) in a group of typically developing infants. We then examined the relationship between language measures during infancy and follow-up measures of reading related skills at age 5 years, in the same group of participants (N = 53). A subset of these children also completed diffusion and quantitative MRI scans at age 2 years (N = 20). Within this subgroup, diffusion tractography was used to identify white matter pathways that are considered critical to language and reading development, namely, the arcuate fasciculus (AF), superior and inferior longitudinal fasciculi, and inferior occipital-frontal fasciculus. Quantitative macromolecular proton fraction (MPF) mapping was used to characterize myelin density within these separately defined regions of interest. The longitudinal data were then used to test correlations between early language input and output, white matter measures at age 2 years, and pre-literacy skills at age 5 years. Parental language input, child speech output, and parent-child conversational turns correlated with pre-literacy skills, as well as myelin density estimates within the left arcuate and superior longitudinal fasciculus. Mediation analyses indicated that the left AF accounted for longitudinal relationships between infant home language measures and 5-year letter identification and letter-sound knowledge, suggesting that the left AF myelination at 2 years may serve as a mechanism by which early language experience supports emergent literacy.

Electronic media and social features of language input in bilingually-raised Latinx infants

The present study examines the language environments of bilingually-raised Latinx infants (n = 37) to characterize the relation between exposure to electronic media and infants' language input, with a specific focus on parentese, a near-universal style of infant-directed speech, distinguished by its higher pitch, slower tempo, and exaggerated intonation. Previous research shows that parentese and parent-infant turn-taking are both associated with advances in children's language learning. Here we test the hypothesis that exposure to electronic media is associated with a reduction in these two social features of language input. Using the Language Environment Analysis (LENA) technology, two daylong audio recordings were collected from each family. Exposure to electronic media was measured in three ways: 1) Through LENA's automatic estimate; 2) Through manual annotation of LENA audio recordings; and 3) Through a parental questionnaire. Language of electronic media, parental language input, and child language output were quantified through automatic and manual analyses of LENA recordings. Infants' estimated daily exposure to electronic media varied between the three methods used. There was a significant positive correlation between daily media exposure assessed via the two observational methods, but neither significantly correlated with parental report. Infants experienced electronic media in Spanish and English, and the language of electronic media correlated with the language of paternal and maternal child-directed speech. Linear regression analyses controlling for demographics (infant age, sex, socioeconomic status) demonstrated a negative association between exposure to electronic media and parentese, as well as between exposure to electronic media and turn-taking. Exposure to electronic media was also negatively associated with infants' linguistic vocalizations. The present findings suggest that exposure to electronic media negatively impacts infant vocal activity by reducing parental parentese and parent-infant turn-taking, which are known to positively impact infants' linguistic, socioemotional, and cognitive development. This analysis is an important step forward in understanding Latinx infants' electronic media ecologies and their relation to language input and language development.

Financial concern reduces child directed speech in a socioeconomically diverse sample

Socioeconomic status predicts the quantity and nature of child-directed speech that parents produce. However, the mechanisms underlying this relationship remain unclear. This study investigated whether the cognitive load imposed by resource scarcity suppresses parent talk by examining time-dependent variation in child-directed speech in a socioeconomically diverse sample. We predicted that child-directed speech would be lowest at the end of the month when Americans report the greatest financial strain. 166 parents and their 2.5 to 3-year-old children (80 female) participated in a picture-book activity; the number of utterances, word tokens, and word types used by parents were calculated. All three parent language measures were negatively correlated with the date of the month the activity took place, and this relationship did not vary with parental education. These findings suggest that above and beyond individual properties of parents, contextual factors such as financial concerns exert influence on how parents interact with their children.

Shared Multimodal Input Through Social Coordination: Infants With Monolingual and Bilingual Learning Experiences

A growing number of children in the United States are exposed to multiple languages at home from birth. However, relatively little is known about the early process of word learning—how words are mapped to the referent in their child-centered learning experiences. The present study defined parental input operationally as the integrated and multimodal learning experiences as an infant engages with his/her parent in an interactive play session with objects. By using a head-mounted eye tracking device, we recorded visual scenes from the infant’s point of view, along with the parent’s social input with respect to gaze, labeling, and actions of object handling. Fifty-one infants and toddlers (aged 6–18 months) from an English monolingual or a diverse bilingual household were recruited to observe the early multimodal learning experiences in an object play session. Despite that monolingual parents spoke more and labeled more frequently relative to bilingual parents, infants from both language groups benefit from a comparable amount of socially coordinated experiences where parents name the object while the object is looked at by the infant. Also, a sequential path analysis reveals multiple social coordinated pathways that facilitate infant object looking. Specifically, young children’s attention to the referent objects is directly influenced by parent’s object handling. These findings point to the new approach to early language input and how multimodal learning experiences are coordinated socially for young children growing up with monolingual and bilingual learning contexts.

Factors structuring lexical development in toddlers: The effects of parental education, language exposure, and age

A growing body of research suggests that individual variation in young children's word comprehension (indexed by response times and accuracy) is structured and meaningful. In this paper, we assess how children's word comprehension correlates with three factors: socio-economic status (indexed by maternal education), lingual status (based on language exposure), and age. We present results from 91 2- to 3-year-old children using a paired forced-choice task built on a child-friendly touch screen. Effects associated with maternal education and exposure to the tested language (French) were small, and they were greater for accuracy than response times. This pattern of results is compatible with an interpretation whereby the greatest effects of these two variables are on cumulative knowledge (vocabulary size) rather than on processing. Effects for age were larger and affected both accuracy and response times. Finally, response time variation did not mediate the effects of socio-economic status on accuracy or vice versa.

How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books

Bilingual picture books have been growing in popularity, with caregivers, teachers, and researchers increasingly interested in understanding how picture books might be able to support the learning of words in two languages. In this study, we present the first evaluation of the quantity and quality of text contained within bilingual picture books in English and Spanish targeted to children ages 0–9 and available to parents in the United States. We focus specifically on a sample of codeswitching books (N = 45) which present text in one language embedded in another language. All books were transcribed and evaluated for (1) the number of words and utterances presented in each language; (2) the quality and complexity of text presented in each language; and (3) how switching occurred between the two languages. Results showed that although picture books in our sample presented predominantly English text and more complex English sentences, relatively more unique words were presented in Spanish. Furthermore, picture books in our sample presented frequent switching between languages, particularly within utterances. We suggest that bilingual picture books provide children with potentially enriching yet asymmetrical opportunities for learning in each language.

Bilingual Language Development in Infancy: What Can We Do to Support Bilingual Families?

Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn. Throughout our discussions, we highlight that each individual child's experience is unique. In fact, it seems that there are as many ways to grow up bilingual as there are bilingual children. To promote successful bilingual development, we need policies that acknowledge this variability and support frequent exposure to high-quality experience in each of a child's languages.

Characterizing Worry Content and Impact in Pregnant and Postpartum Women with Anxiety Disorders During COVID-19

The novel COVID pandemic has had a substantial impact on global mental health, including those populations that are inherently vulnerable such as pregnant and postpartum (perinatal) women. Anxiety disorders (ADs) are the most common mental health disorders during the perinatal period, affecting up to 1 in 5 women. However, since the onset of the pandemic, up to 60% of perinatal women are experiencing moderate to severe levels of anxiety. Given the substantial increase in perinatal anxiety during COVID, we sought to better understand its phenomenology by characterizing the collective worry content and impact of COVID using a content analysis. Eighty-four treatment-seeking pregnant (n = 35) and postpartum (n = 49) women with a principal AD, participated in this study between April and October 2020. In addition to completing questionnaire measures and a semi-structured diagnostic interview, participants were asked to 1) describe their top excessive and uncontrollable worries; 2) describe additional COVID and non-COVID worries; and 3) describe how the pandemic had affected their lives. All responses were given verbally and transcribed verbatim by assessors. A content analysis led to the emergence of various COVID and non-COVID worry and impact themes. One third of participant's principal worries were specific to COVID, and 40% of COVID worries were specific to the perinatal context. Understanding the worry content and impact of COVID may improve symptom detection and inform the development of targeted treatment strategies to support the mental health needs of perinatal women with ADs throughout the pandemic and thereafter. Understanding pandemic-specific worries is important for perinatal symptom screening and may allow for the development of targeted treatment strategies to address COVID-specific worries and impact.

The effects of maternal input on language in the absence of genetic confounds: Vocabulary development in internationally adopted children

Previous studies have found correlations between parent input and child language outcomes, providing prima facie evidence for a causal relation. However, this could also reflect the effects of shared genes. The present study removed this genetic confound by measuring English vocabulary growth in 29 preschool-aged children (21 girls) aged 31-73 months and 17 infants (all girls) aged 15-32 months adopted from China and Eastern Europe and comparing it to speech produced by their adoptive mothers. Vocabulary growth in both groups was correlated with maternal input features; in infants with mean-length of maternal utterance, and in preschoolers with both mean-length of utterance and lexical diversity. Thus, input effects on language outcomes persist even in the absence of genetic confounds.

Input quality and speech perception development in bilingual infants' first year of life

Individual differences in infants' native phonological development have been linked to the quantity and quality of infant-directed speech (IDS). The effects of parental and infant bilingualism on this relation in 131 five- and nine-month-old monolingual and bilingual Spanish and Basque infants (72 male; 59 female; from white middle-class background) were investigated. Bilingualism did not affect the developmental trajectory of infants' native and non-native speech perception and the quality of maternal speech. In both language groups, vowel exaggeration in IDS was significantly related to speech perception skills for 9-month-olds (r = -.30), but not for 5-month-olds. This demonstrates that bilingual and monolingual caregivers provide their infants with speech input that assists their task of learning the phonological inventory of one or two languages.

Efficient Estimation of Children's Language Exposure in Two Bilingual Communities

Purpose The language that children hear early in life is associated with their speech-language outcomes. This line of research relies on naturalistic observations of children's language input, often captured with daylong audio recordings. However, the large quantity of data that daylong recordings generate requires novel analytical tools to feasibly parse thousands of hours of naturalistic speech. This study outlines a new approach to efficiently process and sample from daylong audio recordings made in two bilingual communities, Spanish-English in the United States and Quechua-Spanish in Bolivia, to derive estimates of children's language exposure. Method We employed a general sampling with replacement technique to efficiently estimate two key elements of children's early language environments: (a) proportion of child-directed speech (CDS) and (b) dual language exposure. Proportions estimated from random sampling of 30-s segments were compared to those from annotations over the entire daylong recording (every other segment), as well as parental report of dual language exposure. Results Results showed that approximately 49 min from each recording or just 7% of the overall recording was required to reach a stable proportion of CDS and bilingual exposure. In both speech communities, strong correlations were found between bilingual language estimates made using random sampling and all-day annotation techniques. A strong association was additionally found for CDS estimates in the United States, but this was weaker at the Bolivian site, where CDS was less frequent. Dual language estimates from the audio recordings did not correspond well to estimates derived from parental report collected months apart. Conclusions Daylong recordings offer tremendous insight into children's daily language experiences, but they will not become widely used in developmental research until data processing and annotation time substantially decrease. We show that annotation based on random sampling is a promising approach to efficiently estimate ambient characteristics from daylong recordings that cannot currently be estimated via automated methods.

Relationship Between Parent Vowel Hyperarticulation in Infant-Directed Speech and Infant Phonetic Complexity on the Level of Conversational Turns

When speaking to infants, parents typically use infant-directed speech, a speech register that in several aspects differs from that directed to adults. Vowel hyperarticulation, that is, extreme articulation of vowels, is one characteristic sometimes found in infant-directed speech, and it has been suggested that there exists a relationship between how much vowel hyperarticulation parents use when speaking to their infant and infant language development. In this study, the relationship between parent vowel hyperarticulation and phonetic complexity of infant vocalizations is investigated. Previous research has shown that on the level of subject means, a positive correlational relationship exists. However, the previous findings do not provide information about the directionality of that relationship. In this study the relationship is investigated on a conversational turn level, which makes it possible to draw conclusions on whether the behavior of the infant is impacting the parent, the behavior of the parent is impacting the infant, or both. Parent vowel hyperarticulation was quantified using the vhh-index, a measure that allows vowel hyperarticulation to be estimated for individual vowel tokens. Phonetic complexity of infant vocalizations was calculated using the Word Complexity Measure for Swedish. Findings were unexpected in that a negative relationship was found between parent vowel hyperarticulation and phonetic complexity of the immediately following infant vocalization. Directionality was suggested by the fact that no such relationship was found between infant phonetic complexity and vowel hyperarticulation of the immediately following parent utterance. A potential explanation for these results is that high degrees of vowel hyperarticulation either provide, or co-occur with, large amounts of phonetic and/or linguistic information, which may occupy processing resources to an extent that affects production of the next vocalization.

How Chatty Are Daddies? An Exploratory Study of Infants' Language Environments

Purpose Fathers play a critical but underresearched role in their children's cognitive and linguistic development. Focusing on two-parent families with a mother and a father, the present longitudinal study explores the amount of paternal input infants hear during the first 2 years of life, how this input changes over time, and how it relates to child volubility. We devote special attention to parentese, a near-universal style of infant-directed speech, distinguished by its higher pitch, slower tempo, and exaggerated intonation. Method We examined the daylong recordings of the same 23 infants at ages 6, 10, 14, 18, and 24 months, given English-speaking families. The infants were recorded in the presence of their parents (mother-father dyads), who were predominantly White and ranged from mid to high socioeconomic status (SES). We analyzed the effects of parent gender and child age on adult word counts and parentese, as well as the effects of maternal and paternal word counts and parentese on child vocalizations. Results On average, the infants were exposed to 46.8% fewer words and 51.9% less parentese from fathers than from mothers, even though paternal parentese grew at a 2.8-times faster rate as the infants aged. An asymmetry emerged where maternal word counts and paternal parentese predicted child vocalizations, but paternal word counts and maternal parentese did not. Conclusions While infants may hear less input from their fathers than their mothers in predominantly White, mid-to-high SES, English-speaking households, paternal parentese still plays a unique role in their linguistic development. Future research on sources of variability in child language outcomes should thus control for parental differences since parents' language can differ substantially and differentially predict child language.

Effects of Parents' Mealtime Conversation Techniques for Preschool Children With Hearing Loss Who Use Listening and Spoken Language

Purpose This mixed-methods study aimed to examine the conversation techniques used by parents of young children with hearing loss (HL) during dinnertime at home. Parents' usage rates of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit vocabulary instruction were examined in relation to children's receptive vocabulary and basic-concepts skills. Method Twenty-minute dinnertime segments were extracted from naturalistic, daylong recordings of 37 preschoolers with HL who used listening and spoken language. The segments were hand-coded for parents' use of conversation techniques. Children's receptive vocabulary and basic concepts were assessed using standardized measures. Results Parents' use of conversation techniques varied widely, with closed-ended elicitation and directives used most frequently during dinner. Explicit vocabulary instruction was correlated with general receptive vocabulary and basic-concepts skills. Thematic analysis of the conversations revealed common themes, including concrete topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. Conclusions Parents of preschoolers with HL may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.

Exposure to electronic media between 6 and 24 months of age: An exploratory study

This study explores the associations between electronic media exposure, age, and socioeconomic status (SES) in a longitudinal sample of 24 infants from English-speaking families. Leveraging Language ENvironment Analysis (LENA) technology, the study seeks to characterize the relation between electronic media exposure and parental and child vocal activity. We analyzed ecologically valid, daylong audio recordings collected in infants' homes when they were 6, 10, 14, 18, and 24 months old. SES was measured with the Hollingshead Index, and exposure to electronic media and adult and infant vocal activity were measured automatically with LENA. On average, the children in the sample were exposed to 58 min of electronic media daily. We found that electronic media exposure was negatively associated with SES and decreased with child age, but only amongst high-SES families. We also found that electronic media exposure negatively impacted concurrent adult and child vocal activity, irrespective of SES and infant age. The present findings are an important step forward in examining the role of demographic factors in exposure to electronic media and enhance our understanding of the mechanisms through which exposure to electronic media may impact linguistic development in infancy and beyond.

Babies detect when the timing is right: Evidence from event-related potentials to a contingent mother-infant conversation

Social interactions are vital for healthy brain development. Burgeoning behavioural evidence indicates that a caregiver who provides contingently timed vocal responses to infant vocalisations provides key support for early language development. Understanding how contingently timed vocal responses relate to neurodevelopment in early infancy is lacking. This study compares event-related potentials (ERPs) to contingent and non-contingently timed vocalisations in 6- and 9-month-old infants (n = 36), and adults (n = 24). ERPs were recorded from each age group while listening to a naturalistic 21-minute recording of a mother playing and conversing with her baby. At 6-months, infants showed a significant positive ERP response to contingent vocalisations by the mother and infant. At 9-months infants showed negative ERP response to the mother's contingent speech. Adults showed no differences in ERPs between contingent and non-contingent speech regardless of the talker. We interpret the increased positivity in response to contingent speech as suggesting that infants show an attentional response at 6-months, and the increased negativity at 9-months relates to lexical-semantic processing. Further work is necessary to confirm the development of distinct ERPs shown in response to natural speech.

Comparing Automatic and Manual Measures of Parent-Infant Conversational Turns: A Word of Caution

The Language ENvironment Analysis system (LENA) records children’s language environment and provides an automatic estimate of adult–child conversational turn count (CTC). The present study compares LENA’s CTC estimate to manually coded CTC on a sample of 70 English‐speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA’s CTC was significantly higher than manually coded CTC (all ps < .001, Cohen’s ds: 0.9–2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent–infant verbal interaction. These findings suggest that future studies should validate LENA’s CTC estimates with manual coding.

Language learning as a function of infant directed speech (IDS) in Spanish: Testing neural commitment using the positive-MMR

Spanish-English bilingual families (N = 17) were recruited to assess the association between infant directed speech (IDS) in Spanish and their degree of neural commitment to the Spanish language. IDS was assessed by extracting the caregivers' Vowel Space Area (VSA) from recordings of a storybook reading task done at home. Infants' neural commitment was assessed by extracting the positive mismatch brain response (positive-MMR), an Event-Related Potential (ERP) thought to be indicative of higher attentional processes and early language commitment. A linear mixed model analysis demonstrated that caregivers' VSA predicted the amplitude of the positive-MMR in response to a native speech contrast (Spanish), but not to a non-native speech contrast (Chinese), even after holding other predictors constant (i.e., socioeconomic status, infants' age, and fundamental frequency). Our findings provide support to the view that quality of language exposure fosters language learning, and that this beneficial relationship expands to the bilingual population.

A multi-lab study of bilingual infants: Exploring the preference for infant-directed speech

From the earliest months of life, infants prefer listening to and learn better from infant-directed speech (IDS) than adult-directed speech (ADS). Yet, IDS differs within communities, across languages, and across cultures, both in form and in prevalence. This large-scale, multi-site study used the diversity of bilingual infant experiences to explore the impact of different types of linguistic experience on infants' IDS preference. As part of the multi-lab ManyBabies 1 project, we compared lab-matched samples of 333 bilingual and 385 monolingual infants' preference for North-American English IDS (cf. ManyBabies Consortium, 2020: ManyBabies 1), tested in 17 labs in 7 countries. Those infants were tested in two age groups: 6-9 months (the younger sample) and 12-15 months (the older sample). We found that bilingual and monolingual infants both preferred IDS to ADS, and did not differ in terms of the overall magnitude of this preference. However, amongst bilingual infants who were acquiring North-American English (NAE) as a native language, greater exposure to NAE was associated with a stronger IDS preference, extending the previous finding from ManyBabies 1 that monolinguals learning NAE as a native language showed a stronger preference than infants unexposed to NAE. Together, our findings indicate that IDS preference likely makes a similar contribution to monolingual and bilingual development, and that infants are exquisitely sensitive to the nature and frequency of different types of language input in their early environments.

Head and body structure infants' visual experiences during mobile, naturalistic play

Infants’ visual experiences are important for learning, and may depend on how information is structured in the visual field. This study examined how objects are distributed in 12-month-old infants’ field of view in a mobile play setting. Infants wore a mobile eye tracker that recorded their field of view and eye movements while they freely played with toys and a caregiver. We measured how centered and spread object locations were in infants’ field of view, and investigated how infant posture, object looking, and object distance affected the centering and spread. We found that far toys were less centered in infants’ field of view while infants were prone compared to when sitting or upright. Overall, toys became more centered in view and less spread in location when infants were looking at toys regardless of posture and toy distance. In sum, this study showed that infants’ visual experiences are shaped by the physical relation between infants’ bodies and the locations of objects in the world. However, infants are able to compensate for postural and environmental constraints by actively moving their head and eyes when choosing to look at an object.

Dual language input and the impact of language separation on early lexical development

We examined properties of the input and the environment that characterize bilingual exposure in 11-month-old infants with a regular exposure to French and an additional language, and their possible effects on receptive vocabulary size. Using a diary method, we found that a majority of the families roughly followed a one-parent-one-language approach. Yet, the two languages co-occurred to various extents within the same half-hour both within and across speakers. We used exploratory correlation analyses to examine potential effects of the dual input on the size of infants' vocabularies. The results revealed some evidence for an impact of language separation by speakers.

Effect of maternal depression on infant-directed speech to prelinguistic infants: Implications for language development

The nature and timing of caregivers' speech provides an important foundation for infant attention and language development in the first year of life. Infant-directed speech is a key component of responsive parent-infant communication that is typically characterised by exaggerated intonation and positive affect. This study examines the effect of postnatal depression on the expression of positive vocal affect and pitch, the quantity of mothers' infant-directed speech input and the timing of vocal responses between mother and infant. Postnatal mothers currently experiencing symptoms of depression (n = 13) were matched to postnatal mothers who were not experiencing symptoms of depression (n = 13), and audio-recorded while playing with their 6-month-old infants. Compared with depressed mothers, non-depressed mothers used a higher mean pitch and pitch range, spoke more, gave faster verbal responses and were rated as expressing more positive valence in their voice. These preliminary findings indicate that mothers experiencing low mood use less infant-directed speech and less exaggerated pitch with prelinguistic infants. Postnatal depression is a major health issue that adversely impacts the parent and child. Early interventions for PND may benefit from identifying ways to support the timing of conversations and mothers' use of appropriate vocal pitch and infant-directed speech modifications. Further research is needed to confirm whether these strategies support early conversations.

A meta-analysis of the predictability of LENA™ automated measures for child language development

Early language environment plays a critical role in child language development. The Language ENvironment Analysis (LENA™) system allows researchers and clinicians to collect daylong recordings and obtain automated measures to characterize a child's language environment. This meta-analysis evaluates the predictability of LENA's automated measures for language skills in young children. We systematically searched reports for associations between LENA's automated measures, specifically, adult word count (AWC), conversational turn count (CTC), and child vocalization count (CVC), and language skills in children younger than 48 months. Using robust variance estimation, we calculated weighted mean effect sizes and conducted moderator analyses exploring the factors that might affect this relationship. The results revealed an overall medium effect size for the correlation between LENA's automated measures and language skills. This relationship was largely consistent regardless of child developmental status, publication status, language assessment modality and method, or the age at which the LENA recording was taken; however, the effect was weakly moderated by the gap between LENA recordings and language measures taken. Among the three measures, there were medium associations between CTC and CVC and language, whereas there was a small-to-medium association between AWC and language. These findings extend beyond validation work conducted by the LENA Research Foundation and suggest certain predictive strength of LENA's automated measures for child language. We discussed possible mechanisms underlying the observed associations, as well as the theoretical, methodological, and clinical implications of these findings.

Parent coaching increases conversational turns and advances infant language development

Parental language input is one of the best predictors of children's language achievement. Parentese, a near-universal speaking style distinguished by higher pitch, slower tempo, and exaggerated intonation, has been documented in speech directed toward young children in many countries. Previous research shows that the use of parentese and parent-child turn-taking are both associated with advances in children's language learning. We conducted a randomized controlled trial to determine whether a parent coaching intervention delivered when the infants are 6, 10, and 14 mo of age can enhance parental language input and whether this, in turn, changes the trajectory of child language development between 6 and 18 mo of age. Families of typically developing 6-mo-old infants (n = 71) were randomly assigned to intervention and control groups. Naturalistic first-person audio recordings of the infants' home language environment and vocalizations were recorded when the infants were 6, 10, 14, and 18 mo of age. After the 6-, 10-, and 14-mo recordings, intervention, but not control parents attended individual coaching appointments to receive linguistic feedback, listen to language input in their own recordings, and discuss age-appropriate activities that promote language growth. Intervention significantly enhanced parental use of parentese and parent-child turn-taking between 6 and 18 mo. Increases in both variables were significantly correlated with children's language growth during the same period, and children's language outcomes at 18 mo. Using parentese, a socially and linguistically enhanced speaking style, improves children's social language turn-taking and language skills. Research-based interventions targeting social aspects of parent-child interactions can enhance language outcomes.

The ecology of prelinguistic vocal learning: parents simplify the structure of their speech in response to babbling

What is the function of babbling in language learning? We examined the structure of parental speech as a function of contingency on infants' non-cry prelinguistic vocalizations. We analyzed several acoustic and linguistic measures of caregivers' speech. Contingent speech was less lexically diverse and shorter in utterance length than non-contingent speech. We also found that the lexical diversity of contingent parental speech only predicted infant vocal maturity. These findings illustrate a new form of influence infants have over their ambient language in everyday learning environments. By vocalizing, infants catalyze the production of simplified, more easily learnable language from caregivers.

The current standing of bilingualism in today's globalized world: a socio-ecological perspective

Globalization has made interactions between individuals from different cultures and languages unavoidable. Therefore, questions concerning bilingualism have become increasingly important within the scholarly community. In this paper, we review this emerging research using a socio-ecological approach. We first present evidence that demonstrates how learning two languages is dependent upon the socio-ecologies of individuals. Second, we review studies that show how bilingualism promotes a myriad of positive social advantages. Then we discuss how the positive effects of bilingualism has affected the socio-ecologies of the individuals. Our discussion sheds light on the challenges that caregivers, educators, scientists, and policy makers face to promote bilingualism in today's globalized world. WC=106/150.

No laughing matter: Latinas' high quality of conversations relate to behavioral laughter

Latinx in the United States have greater life expectancy than other groups, in spite of their socioeconomic and psychosocial disadvantage. This phenomenon has been described as the Latinx health paradox. This investigation observed the interplay of cultural processes and social networks to shed light on this paradox. Latina (N = 26) and White-European (N = 24) mothers wore a digital recorder as they went about their daily lives. Four conversation styles were characterized from the recordings to measure the mothers' quality of their conversations (small talk and substantive conversations) within different social networks (with the father vs. other adults). As a positive indicator of well-being, laughter was assessed during the conversations. Results demonstrated that Latina mothers tend to laugh more than White-European mothers; and that this relation is mediated by substantive conversations with others. This suggests that Latinas' cultural processes afford meaningful conversations, which relates to more behavioral laughter, a process that may have positive implications on well-being.

Socioeconomic Disparities in Language Input Are Associated With Children's Language-Related Brain Structure and Reading Skills

The mechanisms underlying socioeconomic disparities in children's reading skills are not well understood. This study examined associations among socioeconomic background, home linguistic input, brain structure, and reading skills in 5-to-9-year-old children (N = 94). Naturalistic home audio recordings and high-resolution, T1-weighted MRI scans were acquired. Children who experienced more adult-child conversational turns or adult words had greater left perisylvian cortical surface area. Language input mediated the association between parental education and left perisylvian cortical surface area. Language input was indirectly associated with children's reading skills via left perisylvian surface area. Left perisylvian surface area mediated the association between parental education and children's reading skills. Language experience may thus partially explain socioeconomic disparities in language-supporting brain structure and in turn reading skills.

Parent coaching at 6 and 10 months improves language outcomes at 14 months: A randomized controlled trial

Previous studies reveal an association between particular features of parental language input and advances in children's language learning. However, it is not known whether parent coaching aimed to enhance specific input components would (a) successfully increase these components in parents' language input and (b) result in concurrent increases in children's language development. The present randomized controlled trial assigned families of typically developing 6-month-old infants to Intervention (parent coaching) and Control (no coaching) groups. Families were equivalent on socioeconomic status, infants' gender, and infants' age. Parent coaching took place when infants were 6 and 10 months of age, and included quantitative and qualitative linguistic feedback on the amount of child-directed speech, back-and-forth interactions, and parentese speech style. These variables were derived from each family's first-person LENA recordings at home. Input variables and infant language were measured at 6, 10, and 14 months. Parent coaching significantly enhanced language input as measured by two social interaction variables: percentage of speech directed to the child and percentage of parentese speech. These two variables were correlated, and were both related to growth in infant babbling between 6 and 14 months. Intervention infants showed greater growth in babbling than Control infants. Furthermore, at 14 months, Intervention infants produced significantly more words than Control infants, as indicated by LENA recordings and parent report via the MacArthur-Bates Communicative Developmental Inventory. Together, these results indicate that parent coaching can enrich specific aspects of parental language input, and can immediately and positively impact child language outcomes. A video abstract of this article can be viewed at: https://youtu.be/7wqR28gPiwo.

The independent and interacting effects of socioeconomic status and dual-language use on brain structure and cognition

Family socioeconomic status (SES) is strongly associated with children's cognitive development, and past studies have reported socioeconomic disparities in both neurocognitive skills and brain structure across childhood. In other studies, bilingualism has been associated with cognitive advantages and differences in brain structure across the lifespan. The aim of the current study is to concurrently examine the joint and independent associations between family SES and dual-language use with brain structure and cognitive skills during childhood. A subset of data from the Pediatric Imaging, Neurocognition and Genetics (PING) study was analyzed; propensity score matching established an equal sample (N = 562) of monolinguals and dual-language users with similar socio-demographic characteristics (Mage = 13.5, Range = 3-20 years). When collapsing across all ages, SES was linked to both brain structure and cognitive skills. When examining differences by age group, brain structure was significantly associated with both income and dual-language use during adolescence, but not earlier in childhood. Additionally, in adolescence, a significant interaction between dual-language use and SES was found, with no difference in cortical surface area (SA) between language groups of higher-SES backgrounds but significantly increased SA for dual-language users from lower-SES families compared to SES-matched monolinguals. These results suggest both independent and interacting associations between SES and dual-language use with brain development. To our knowledge, this is the first study to concurrently examine dual-language use and socioeconomic differences in brain structure during childhood and adolescence.

Integración auditiva, visual y propioceptiva como sustrato del desarrollo del lenguaje

Introducción. El desarrollo del lenguaje es un proceso complejo considerado como marcador evolutivo del ser humano y puede ser comprendido a partir de la contribución de los sistemas sensoriales y de los eventos que ocurren en periodos críticos del desarrollo.Objetivo. Realizar una revisión de cómo se da la integración de la información auditiva, visual y propioceptiva y cómo se refleja en el desarrollo del lenguaje, destacando el papel de la interacción social como contexto que favorece este proceso.Materiales y métodos. Se utilizaron los términos MeSH “Language Development”; “Visual Perception”; “Hearing”; y “Proprioception en las bases de datos MEDLINE y Embase, limitando la búsqueda principal a artículos escritos en inglés, español y portugués.Resultados. El punto de partida lo constituye la información auditiva, la cual, en el primer año de vida, permite la discriminación de los elementos del ambiente que corresponden al lenguaje; luego un pico en su adquisición y posteriormente una etapa de máxima discriminación lingüística. La información visual proporciona la correspondencia del lenguaje en imágenes, sustrato de nominación y comprensión de palabras, además de la interpretación e imitación del componente emocional en la gesticulación. La información propioceptiva ofrece la retroalimentación de los patrones de ejecución motora empleados en la producción del lenguaje.Conclusión. El estudio del desarrollo lenguaje desde la integración sensorial ofrece nuevas perspectivas para el abordaje e intervención de sus desviaciones.