1
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Zhang VH, Elmlinger SL, Albert RR, Goldstein MH. Caregiver reactions to babbling organize turn-taking interactions: Facilitative effects of vocal versus non-vocal responses. INFANCY 2024; 29:525-549. [PMID: 38696120 DOI: 10.1111/infa.12596] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Revised: 04/05/2024] [Accepted: 04/07/2024] [Indexed: 06/15/2024]
Abstract
Turn-taking interactions are foundational to the development of social, communicative, and cognitive skills. In infants, vocal turn-taking experience is predictive of infants' socioemotional and language development. However, different forms of turn-taking interactions may have different effects on infant vocalizing. It is presently unknown how caregiver vocal, non-vocal and multimodal responses to infant vocalizations compare in extending caregiver-infant vocal turn-taking bouts. In bouts that begin with an infant vocalization, responses that maintain versus change the communicative modality may differentially affect the likelihood of further infant vocalizing. No studies have examined how caregiver response modalities that either matched or differed from the infant acoustic (vocal) modality might affect the temporal structure of vocal turn-taking beyond the initial serve-and-return exchanges. We video-recorded free-play sessions of 51 caregivers with their 9-month-old infants. Caregivers responded to babbling most often with vocalizations. In turn, caregiver vocal responses were significantly more likely to elicit subsequent infant babbling. Bouts following an initial caregiver vocal response contained significantly more turns than those following a non-vocal or multimodal response. Thus prelinguistic turn-taking is sensitive to the modality of caregivers' responses. Future research should investigate if such sensitivity is grounded in attentional constraints, which may influence the structure of turn-taking interactions.
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Affiliation(s)
| | - Steven L Elmlinger
- Cornell University, Ithaca, New York, USA
- Princeton University, Princeton, New Jersey, USA
| | - Rachel R Albert
- Cornell University, Ithaca, New York, USA
- Lebanon Valley College, Annville, Pennsylvania, USA
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2
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Zhang VH, Elmlinger SL, Goldstein MH. Developmental cascades of vocal turn-taking connect prelinguistic vocalizing with early language. Infant Behav Dev 2024; 75:101945. [PMID: 38579484 DOI: 10.1016/j.infbeh.2024.101945] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Revised: 03/01/2024] [Accepted: 03/14/2024] [Indexed: 04/07/2024]
Abstract
Conversational turn-taking is ubiquitously found in caregiver-infant interactions, and robustly predictive of infant communicative development. Over the first year, infants take quick adult-like vocal turns with caregivers. Many studies have documented the consistency of caregiver responsiveness and its influence on infant rapid language growth. However, few have examined how caregiver responsiveness facilitates extended vocal turn-taking in real-time with infants over the first year. The influence of prelinguistic vocal turn-taking on the emergence of language has also been under-investigated. We analyzed free-play sessions of 30 caregivers and their infants at both 5 and 10 months, and obtained infant language outcomes at 18 months. We examined the developmental consistency (group-level continuity and dyad-order stability) and change of infant volubility, caregiver responses to babbling in vocal, non-vocal and multimodal modalities, and the influence of modality on caregiver-infant vocal turn-taking. Caregiver contingent responsiveness to infant babbling at 5 months predicted vocal turn-taking at 10 months. Developmental increases in prelinguistic vocalizing and vocal turn-taking from 5 to 10 months predicted infant language outcomes at 18 months. At both 5 and 10 months, caregiver vocal responses were more effective in extending turn-taking than non-vocal or multimodal responses. In summary, prelinguistic vocal turn-taking, facilitated by caregiver vocal responsiveness, is positively related to the emergence of early language.
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Affiliation(s)
- Vivian Hanwen Zhang
- Department of Psychology, 211 Uris Hall, Cornell University, Ithaca, NY 14853, USA
| | - Steven L Elmlinger
- Department of Psychology, 211 Uris Hall, Cornell University, Ithaca, NY 14853, USA; Department of Psychology, Peretsman Scully Hall, Princeton University, Princeton, NJ 08540, USA
| | - Michael H Goldstein
- Department of Psychology, 211 Uris Hall, Cornell University, Ithaca, NY 14853, USA.
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3
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Perry LK, Meibohm SA, Drye M, Viggiano A, Romero C, Londoño J, Tao Y, Messinger DS, Elbaum B. Putting the child in the driver's seat: Insights into language development from children's interactions in preschool classrooms. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2024; 66:109-136. [PMID: 39074919 DOI: 10.1016/bs.acdb.2024.05.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/31/2024]
Abstract
Children's own language production has a role in structuring the language of their conversation partners and influences their own development. Children's active participation in their own language development is most apparent in the rich body of work investigating language in natural environments. The advent of automated measures of vocalizations and movement have made such in situ research increasingly feasible. In this chapter, we review recent research on children's language development in context with a particular focus on research employing automated methods in preschool classrooms for children between ages 2 and 5 years. These automated methods indicate that the speech directed to preschool children from specific peers predicts the child's speech to those peers on a subsequent observation occasion. Similar patterns are seen in the influence of peer and teacher phonemic diversity on the phonemic diversity of children's speech to those partners. In both cases, children's own speech to partners was the best predictor of their language abilities, suggesting their active role in their own development. Finally, new research suggests the potential of machine learning to predict children's speech in group contexts, and to transcribe classroom speech to better understand the content of children's conversations and how they change with development.
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Affiliation(s)
- Lynn K Perry
- Department of Psychology, University of Miami, Coral Gables, Florida, United States.
| | - Sophia A Meibohm
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Madison Drye
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Alyssa Viggiano
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Celia Romero
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Juan Londoño
- Department of Psychology, University of Miami, Coral Gables, Florida, United States
| | - Yudong Tao
- Department of Electrical and Computer Engineering, University of Miami, Coral Gables, Florida, United States
| | - Daniel S Messinger
- Department of Psychology, University of Miami, Coral Gables, Florida, United States; Department of Electrical and Computer Engineering, University of Miami, Coral Gables, Florida, United States; Departments of Pediatrics, Music Engineering, University of Miami, Coral Gables, Florida, United States
| | - Batya Elbaum
- Department of Psychology, University of Miami, Coral Gables, Florida, United States; Department of Teaching and Learning, University of Miami, Coral Gables, Florida, United States
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4
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Yoo H, Su PL, Ramsay G, Long HL, Bene ER, Oller DK. Infant vocal category exploration as a foundation for speech development. PLoS One 2024; 19:e0299140. [PMID: 38809807 PMCID: PMC11135693 DOI: 10.1371/journal.pone.0299140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2023] [Accepted: 02/06/2024] [Indexed: 05/31/2024] Open
Abstract
Non-random exploration of infant speech-like vocalizations (e.g., squeals, growls, and vowel-like sounds or "vocants") is pivotal in speech development. This type of vocal exploration, often noticed when infants produce particular vocal types in clusters, serves two crucial purposes: it establishes a foundation for speech because speech requires formation of new vocal categories, and it serves as a basis for vocal signaling of wellness and interaction with caregivers. Despite the significance of clustering, existing research has largely relied on subjective descriptions and anecdotal observations regarding early vocal category formation. In this study, we aim to address this gap by presenting the first large-scale empirical evidence of vocal category exploration and clustering throughout the first year of life. We observed infant vocalizations longitudinally using all-day home recordings from 130 typically developing infants across the entire first year of life. To identify clustering patterns, we conducted Fisher's exact tests to compare the occurrence of squeals versus vocants, as well as growls versus vocants. We found that across the first year, infants demonstrated clear clustering patterns of squeals and growls, indicating that these categories were not randomly produced, but rather, it seemed, infants actively engaged in practice of these specific categories. The findings lend support to the concept of infants as manifesting active vocal exploration and category formation, a key foundation for vocal language.
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Affiliation(s)
- Hyunjoo Yoo
- Department of Communicative Disorders, College of Arts & Sciences, The University of Alabama, Tuscaloosa, Alabama, United States of America
| | - Pumpki Lei Su
- Department of Speech, Language and Hearing, School of Behavioral and Brain Sciences, The University of Texas at Dallas, Richardson, Texas, United States of America
| | - Gordon Ramsay
- Spoken Communication Laboratory, Marcus Autism Center, Children’s Healthcare of Atlanta, Atlanta, Georgia, United States of America
- Department of Pediatrics, Emory School of Medicine, Atlanta, Georgia, United States of America
| | - Helen L. Long
- Waisman Center, University of Wisconsin–Madison, Madison, Wisconsin, United States of America
| | - Edina R. Bene
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
| | - D. Kimbrough Oller
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
- Institute for Intelligent Systems, University of Memphis, Memphis, Tennessee, United States of America
- Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria
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5
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Yoo H, Su PL, Ramsay G, Long HL, Bene ER, Kimbrough Oller D. Infant vocal category exploration as a foundation for speech development. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2024.01.17.576142. [PMID: 38293228 PMCID: PMC10827196 DOI: 10.1101/2024.01.17.576142] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2024]
Abstract
Non-random exploration of infant speech-like vocalizations (e.g., squeals, growls, and vowel- like sounds or "vocants") is pivotal in speech development. This type of vocal exploration, often noticed when infants produce particular vocal types in clusters, serves two crucial purposes: it establishes a foundation for speech because speech requires formation of new vocal categories, and it serves as a basis for vocal signaling of wellness and interaction with caregivers. Despite the significance of clustering, existing research has largely relied on subjective descriptions and anecdotal observations regarding early vocal category formation. In this study, we aim to address this gap by presenting the first large-scale empirical evidence of vocal category exploration and clustering throughout the first year of life. We observed infant vocalizations longitudinally using all-day home recordings from 130 typically developing infants across the entire first year of life. To identify clustering patterns, we conducted Fisher's exact tests to compare the occurrence of squeals versus vocants, as well as growls versus vocants. We found that across the first year, infants demonstrated clear clustering patterns of squeals and growls, indicating that these categories were not randomly produced, but rather, it seemed, infants actively engaged in practice of these specific categories. The findings lend support to the concept of infants as manifesting active vocal exploration and category formation, a key foundation for vocal language.
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6
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Huber E, Corrigan NM, Yarnykh VL, Ferjan Ramírez N, Kuhl PK. Language Experience during Infancy Predicts White Matter Myelination at Age 2 Years. J Neurosci 2023; 43:1590-1599. [PMID: 36746626 PMCID: PMC10008053 DOI: 10.1523/jneurosci.1043-22.2023] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Revised: 01/06/2023] [Accepted: 01/06/2023] [Indexed: 02/08/2023] Open
Abstract
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.
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Affiliation(s)
- Elizabeth Huber
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington 98195
- Department of Speech & Hearing Sciences, University of Washington, Seattle, Washington 98195
| | - Neva M Corrigan
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington 98195
- Department of Speech & Hearing Sciences, University of Washington, Seattle, Washington 98195
| | - Vasily L Yarnykh
- Department of Radiology, University of Washington, Seattle, Washington 98195
| | - Naja Ferjan Ramírez
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington 98195
- Department of Linguistics, University of Washington, Seattle, Washington 98195
| | - Patricia K Kuhl
- Institute for Learning & Brain Sciences, University of Washington, Seattle, Washington 98195
- Department of Speech & Hearing Sciences, University of Washington, Seattle, Washington 98195
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7
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Elmlinger SL, Schwade JA, Vollmer L, Goldstein MH. Learning how to learn from social feedback: The origins of early vocal development. Dev Sci 2023; 26:e13296. [PMID: 35737680 DOI: 10.1111/desc.13296] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/28/2021] [Revised: 06/02/2022] [Accepted: 06/06/2022] [Indexed: 11/28/2022]
Abstract
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.
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Affiliation(s)
| | | | - Laura Vollmer
- Department of Psychology, Cornell University, Ithaca, New York, USA
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8
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Hudson D, Wiltshire TJ, Atzmueller M. multiSyncPy: A Python package for assessing multivariate coordination dynamics. Behav Res Methods 2023; 55:932-962. [PMID: 35513768 PMCID: PMC10027834 DOI: 10.3758/s13428-022-01855-y] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
In order to support the burgeoning field of research into intra- and interpersonal synchrony, we present an open-source software package: multiSyncPy. Multivariate synchrony goes beyond the bivariate case and can be useful for quantifying how groups, teams, and families coordinate their behaviors, or estimating the degree to which multiple modalities from an individual become synchronized. Our package includes state-of-the-art multivariate methods including symbolic entropy, multidimensional recurrence quantification analysis, coherence (with an additional sum-normalized modification), the cluster-phase 'Rho' metric, and a statistical test based on the Kuramoto order parameter. We also include functions for two surrogation techniques to compare the observed coordination dynamics with chance levels and a windowing function to examine time-varying coordination for most of the measures. Taken together, our collation and presentation of these methods make the study of interpersonal synchronization and coordination dynamics applicable to larger, more complex and often more ecologically valid study designs. In this work, we summarize the relevant theoretical background and present illustrative practical examples, lessons learned, as well as guidance for the usage of our package - using synthetic as well as empirical data. Furthermore, we provide a discussion of our work and software and outline interesting further directions and perspectives. multiSyncPy is freely available under the LGPL license at: https://github.com/cslab-hub/multiSyncPy , and also available at the Python package index.
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Affiliation(s)
- Dan Hudson
- Semantic Information Systems Group, Institute of Computer Science, Osnabrück University, P.O. Box 4469, 49069, Osnabrueck, Germany.
- Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, The Netherlands.
| | - Travis J Wiltshire
- Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, The Netherlands
| | - Martin Atzmueller
- Semantic Information Systems Group, Institute of Computer Science, Osnabrück University, P.O. Box 4469, 49069, Osnabrueck, Germany
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9
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Konvalinka I, Sebanz N, Knoblich G. The role of reciprocity in dynamic interpersonal coordination of physiological rhythms. Cognition 2023; 230:105307. [PMID: 36272361 DOI: 10.1016/j.cognition.2022.105307] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 08/29/2022] [Accepted: 10/06/2022] [Indexed: 11/06/2022]
Abstract
A central question in social cognition research is how people coordinate their bodily rhythms, and how important reciprocity of interaction is for interpersonal coordination. Previous research has primarily focused on interpersonal action coordination, which has been shown to be facilitated by mechanisms of prediction and mutual adaption. Recent research is beginning to show that people also coordinate their physiological rhythms (i.e., respiration, heart rhythms) when they engage in natural forms of social interaction, such as conversation, choir singing, and rituals. However, the mechanisms underlying interpersonal physiological synchronization remain obscure, and could provide insight into the dynamic mechanisms that underlie continuous and regulatory, rather than instrumental, joint actions. Using real-time biofeedback, we investigated whether people synchronize their respiration rhythms by forming a joint dynamical system through reciprocity of interaction, or by producing more predictable respiration rhythms. Our results show that people are more in-phase synchronized but less phase-locked when interacting bidirectionally versus unidirectionally (online), but there is no difference in synchronization during reciprocal interaction and when adapting unidirectionally (offline) to recordings of respiration signals that emerged during the reciprocal interaction. Moreover, the strength of synchronization is driven by the predictability of the respiration rhythms that emerge in the bidirectional interaction - specifically, the slowing of breathing rhythms and stability of breathing frequencies - rather than the online mutual adaptation itself. These results suggest that coordination is facilitated by the emergence of predictable breathing patterns, rather than reciprocity itself.
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Affiliation(s)
- Ivana Konvalinka
- Section for Cognitive Systems, DTU Compute, Technical University of Denmark, Kongens Lyngby, Denmark.
| | - Natalie Sebanz
- Department of Cognitive Science, Central European University, Vienna, Austria
| | - Günther Knoblich
- Department of Cognitive Science, Central European University, Vienna, Austria
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10
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Slone LK, Abney DH, Smith LB, Yu C. The temporal structure of parent talk to toddlers about objects. Cognition 2023; 230:105266. [PMID: 36116401 DOI: 10.1016/j.cognition.2022.105266] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2021] [Revised: 08/24/2022] [Accepted: 08/25/2022] [Indexed: 10/14/2022]
Abstract
Toddlers learn words in the context of speech from adult social partners. The present studies quantitatively describe the temporal context of parent speech to toddlers about objects in individual real-world interactions. We show that at the temporal scale of a single play episode, parent talk to toddlers about individual objects is predominantly, but not always, clustered. Clustered speech is characterized by repeated references to the same object close in time, interspersed with lulls in speech about the object. Clustered temporal speech patterns mirror temporal patterns observed at longer timescales, and persisted regardless of play context. Moreover, clustered speech about individual novel objects predicted toddlers' learning of those objects' novel names. Clustered talk may be optimal for toddlers' word learning because it exploits domain-general principles of human memory and attention, principles that may have evolved precisely because of the clustered structure of natural events important to humans, including human behavior.
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Affiliation(s)
- Lauren K Slone
- Indiana University, Department of Psychological and Brain Sciences, 1101 E. 10th St., Bloomington, IN 47405-7007, USA; Hope College, Department of Psychology, Holland, MI 49423, USA.
| | - Drew H Abney
- Indiana University, Department of Psychological and Brain Sciences, 1101 E. 10th St., Bloomington, IN 47405-7007, USA; University of Georgia, Department of Psychology, 125 Baldwin St., Athens, GA 30602, USA
| | - Linda B Smith
- Indiana University, Department of Psychological and Brain Sciences, 1101 E. 10th St., Bloomington, IN 47405-7007, USA; University of East Anglia, School of Psychology, Norwich, Norfolk, UK
| | - Chen Yu
- Indiana University, Department of Psychological and Brain Sciences, 1101 E. 10th St., Bloomington, IN 47405-7007, USA; University of Texas at Austin, Department of Psychology, Austin, TX 786712, USA
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11
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Implementation of an Early Communication Intervention for Young Children with Cerebral Palsy Using Single-Subject Research Design. J Clin Med 2022; 12:jcm12010232. [PMID: 36615031 PMCID: PMC9821676 DOI: 10.3390/jcm12010232] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2022] [Revised: 12/22/2022] [Accepted: 12/23/2022] [Indexed: 12/31/2022] Open
Abstract
The implementation of an intervention protocol aimed at increasing vocal complexity in three pre-linguistic children with cerebral palsy (two males, starting age 15 months, and one female, starting age 16 months) was evaluated utilising a repeated ABA case series design. The study progressed until the children were 36 months of age. Weekly probes with trained and untrained items were administered across each of three intervention blocks. Successive blocks targeted more advanced protophone production and speech movement patterns, individualised for each participant. Positive treatment effects were seen for all participants in terms of a greater rate of achievement of target protophone categories and speech movement patterns. Tau coefficients for trained items demonstrated overall moderate to large AB phase contrast effect sizes, with limited evidence of generalisation to untrained items. Control items featuring protophones and speech movements not targeted for intervention showed no change across phases for any participant. Our data suggest that emerging speech-production skills in prelinguistic infants with CP can be positively influenced through a multimodal intervention focused on capitalising on early periods of plasticity when language learning is most sensitive.
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12
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Abstract
Infant-directed singing is a culturally universal musical phenomenon known to promote the bonding of infants and caregivers. Entrainment is a widely observed physical phenomenon by which diverse physical systems adjust rhythmic activity through interaction. Here we show that the simple act of infant-directed singing entrains infant social visual behavior on subsecond timescales, increasing infants' looking to the eyes of a singing caregiver: as early as 2 months of age, and doubling in strength by 6 months, infants synchronize their eye-looking to the rhythm of infant-directed singing. Rhythmic entrainment also structures caregivers' own cueing, enhancing their visual display of social-communicative content: caregivers increase wide-eyed positive affect, reduce neutral facial affect, reduce eye motion, and reduce blinking, all in time with the rhythm of their singing and aligned in time with moments when infants increase their eye-looking. In addition, if the rhythm of infant-directed singing is experimentally disrupted-reducing its predictability-then infants' time-locked eye-looking is also disrupted. These results reveal generic processes of entrainment as a fundamental coupling mechanism by which the rhythm of infant-directed singing attunes infants to precisely timed social-communicative content and supports social learning and development.
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13
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Boorom O, Alviar C, Zhang Y, Muñoz VA, Kello CT, Lense MD. Child language and autism diagnosis impact hierarchical temporal structure of parent-child vocal interactions in early childhood. Autism Res 2022; 15:2099-2111. [PMID: 36056678 PMCID: PMC9995224 DOI: 10.1002/aur.2804] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Accepted: 08/15/2022] [Indexed: 12/15/2022]
Abstract
Timing is critical to successful social interactions. The temporal structure of dyadic vocal interactions emerges from the rhythm, timing, and frequency of each individuals' vocalizations and reflects how the dyad dynamically organizes and adapts during an interaction. This study investigated the temporal structure of vocal interactions longitudinally in parent-child dyads of typically developing (TD) infants (n = 49; 9-18 months; 48% male) and toddlers with ASD (n = 23; 27.2 ± 5.0 months; 91.3% male) to identify how developing language and social skills impact the temporal dynamics of the interaction. Acoustic hierarchical temporal structure (HTS), a measure of the nested clustering of acoustic events across multiple timescales, was measured in free play interactions using Allan Factor. HTS reflects a signal's temporal complexity and variability, with greater HTS indicating reduced flexibility of the dyadic system. Child expressive language significantly predicted HTS (ß = -0.2) longitudinally across TD infants, with greater dyadic HTS associated with lower child language skills. ASD dyads exhibited greater HTS (i.e., more rigid temporal structure) than nonverbal matched (d = 0.41) and expressive language matched TD dyads (d = 0.28). Increased HTS in ASD dyads occurred at timescales >1 s, suggesting greater structuring of pragmatic aspects of interaction. Results provide a new window into how language development and social reciprocity serve as constraints to shape parent-child interaction dynamics and showcase a novel automated approach to characterizing vocal interactions across multiple timescales during early childhood.
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Affiliation(s)
- Olivia Boorom
- Department of Speech-Language-Hearing: Sciences and Disorders, University of Kansas, Lawrence, KS, USA
- Department of Hearing and Speech Sciences, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Camila Alviar
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Cognitive and Information Sciences, University of California, Merced, Merced, CA, USA
| | - Yumeng Zhang
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Medicine, Health, and Society, Vanderbilt University, Nashville, TN, USA
| | - Valerie A. Muñoz
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- School of Communication Sciences and Disorders, University of Memphis, Memphis, TN, USA
| | - Christopher T. Kello
- Cognitive and Information Sciences, University of California, Merced, Merced, CA, USA
| | - Miriam D. Lense
- Department of Otolaryngology - Head & Neck Surgery, Vanderbilt University Medical Center, Nashville, TN, USA
- Vanderbilt Kennedy Center, Vanderbilt University Medical Center, Nashville, TN, USA
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14
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van Dijk M, Leonardi G, Pérez DL, Rączaszek-Leonardi J. Co-regulation of movements during infant feeding. Infant Behav Dev 2022; 69:101755. [PMID: 35998427 DOI: 10.1016/j.infbeh.2022.101755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 07/08/2022] [Accepted: 08/11/2022] [Indexed: 11/28/2022]
Abstract
The process by which infants move from liquid feeding to caregiver-assisted spoon feeding of semi-solid food is quite a dramatic transition. In previous studies, we observed that in the weeks after the introduction to solid food, mother-infant dyads showed increased co-regulation and synchronization of their respective feeding behaviors (e.g. offering food, accepting/refusing, timing). Learning this new way of feeding and eating requires that infants coordinate their position and movements with the complementary position and movements of the caregiver. The present study augments the category-based analysis of this co-regulation by the analysis of coupling in the dyads based on automatically extracted movement data. Previously collected video data from 10 mother-infant dyads were re-analyzed for the purpose of this study. Movement trajectories of mother's hand and infant's face were obtained by applying an automatic movement detection algorithm (TLD, Kalal et al., 2012; for applications to mother-infant interactions see López Pérez et al., 2017). Coordination was assessed by the method of Diagonal Cross Recurrence Profiles (DCRP), which expresses the degree of synchronization at different time lags. Profiles for each dyad from two different occasions --with one visit in the first week of solid feeding and one approximately 4-5 weeks later-- were compared. The results showed that, on average, most synchronization occurred in the first visit at lag 0. In the second visit there was an average delay in synchronization of about 1 s, with leading behavior starting from the infant. This suggests that the coordination was initially closely synchronized and became somewhat looser over time. Possibly, infants have begun to anticipate and guide the feeding movements enacted by the mother. However, our findings underline the idiosyncratic and complex nature of co-regulation of movements during the introduction of solid food. Whereas some dyads showed signs of increased organization, others seemed to disorganize, re-organize, or showed no organization at all. Many (interacting) factors --both individual and contextual-- may be responsible for the observed differences between dyads. Further research is needed to understand why specific synchronization pathways emerge and whether and how these might relate both to later feeding and eating and to the emergent patterns of participation.
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Affiliation(s)
- Marijn van Dijk
- Heymans Institute for Psychological Research, University of Groningen, Groningen, the Netherlands.
| | - Giuseppe Leonardi
- Institute of Psychology, University of Economics and Human Sciences, Warsaw, Poland
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15
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Mendoza JK, Fausey CM. Everyday Parameters for Episode-to-Episode Dynamics in the Daily Music of Infancy. Cogn Sci 2022; 46:e13178. [PMID: 35938844 PMCID: PMC9542518 DOI: 10.1111/cogs.13178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2021] [Revised: 04/12/2022] [Accepted: 05/23/2022] [Indexed: 11/26/2022]
Abstract
Experience-dependent change pervades early human development. Though trajectories of developmental change have been well charted in many domains, the episode-to-episode schedules of experiences on which they are hypothesized to depend have not. Here, we took up this issue in a domain known to be governed in part by early experiences: music. Using a corpus of longform audio recordings, we parameterized the daily schedules of music encountered by 35 infants ages 6-12 months. We discovered that everyday music episodes, as well as the interstices between episodes, typically persisted less than a minute, with most daily schedules also including some very extended episodes and interstices. We also discovered that infants encountered music episodes in a bursty rhythm, rather than a periodic or random rhythm, over the day. These findings join a suite of recent discoveries from everyday vision, motor, and language that expand our imaginations beyond artificial learning schedules and enable theorists to model the history-dependence of developmental process in ways that respect everyday sensory histories. Future theories about how infants build knowledge across multiple episodes can now be parameterized using these insights from infants' everyday lives.
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16
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VanDam M, Thompson L, Wilson-Fowler E, Campanella S, Wolfenstein K, De Palma P. Conversation Initiation of Mothers, Fathers, and Toddlers in their Natural Home Environment. COMPUT SPEECH LANG 2022; 73:101338. [PMID: 34970021 PMCID: PMC8713565 DOI: 10.1016/j.csl.2021.101338] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
In a conversational exchange, interlocutors use social cues including conversational turn-taking to communicate. There has been attention in the literature concerning how mothers, fathers, boys, and girls converse with each other, and in particular who initiates a conversation. Better understanding of conversational dynamics may deepen our understanding of social roles, speech and language development, and individual language variability. Here we use large-scale automatic analysis of 186 naturalistic daylong acoustic recordings to examine the conversational dynamics of 26 families with children about 30 months of age to better understand communication roles. Families included 15 with boys and 11 with girls. There was no difference in conversation initiation rate by child sex, but children initiated more conversations than mothers, and mothers initiated more than fathers. Results support developmental theories of the different and variable roles that interlocutors play in a social context.
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Affiliation(s)
- Mark VanDam
- Speech & Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, 412 E. Spokane Falls Blvd, Spokane, WA, 99202, USA
- Hearing Oral Program of Excellence of Spokane, HOPE School, 502 E. 5 Ave., Spokane, WA 99202, USA
| | - Lauren Thompson
- Speech & Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, 412 E. Spokane Falls Blvd, Spokane, WA, 99202, USA
| | - Elizabeth Wilson-Fowler
- Communication Sciences and Disorders, Eastern Washington University, 310 North Riverpoint Blvd, Box B, Spokane, WA, 99202, USA
| | - Sarah Campanella
- Speech & Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, 412 E. Spokane Falls Blvd, Spokane, WA, 99202, USA
| | - Kiley Wolfenstein
- Speech & Hearing Sciences, Elson S. Floyd College of Medicine, Washington State University, 412 E. Spokane Falls Blvd, Spokane, WA, 99202, USA
| | - Paul De Palma
- Computer Science, School of Engineering and Applied Science, Gonzaga University, 502 E. Boone Ave., Spokane, WA, 99258, USA
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17
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Doba K, Pezard L, Nandrino JL. How do maternal emotional regulation difficulties modulate the mother-infant behavioral synchrony? INFANCY 2022; 27:582-608. [PMID: 35170196 DOI: 10.1111/infa.12461] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2020] [Revised: 12/15/2021] [Accepted: 01/22/2022] [Indexed: 11/30/2022]
Abstract
Mother-infant synchrony is one of the most important processes in the development of socio-affective competencies in children. While maternal abilities and psychopathology are related to maladaptive mother-infant synchrony, it is as yet unclear how maternal emotion regulation difficulties contribute to it. Based on a panel of behavioral indicators (i.e., gaze, vocal, and motor), the present study examined mother-infant synchrony at 6 months of age in a modified version of Ainsworth's Strange Situation (n = 72 dyads). Mother-infant interaction sequences were characterized by indicators of complexity (LZ complexity of joint behavioral sequences) and of synchronization quality (cross-recurrence plot quantification). Results showed that mothers' touch was greater in the reunion condition than in the initial condition. Mothers' motor behaviors were associated with the global levels of infants' behavioral involvement in the reunion condition, unlike the symmetrical influence observed between mothers and infants in the initial condition. Results show that maternal anxiety mediates the relationships between mothers' emotion regulation difficulties and gaze, vocal, and motor synchrony between mothers and infants in the initial and reunion conditions. This study emphasizes the central role of maternal emotion regulation difficulties in the establishment of maladaptive synchrony and in the adjustments of maternal physical contacts with infants.
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Affiliation(s)
- Karyn Doba
- University of Lille, CNRS, UMR 9193 -SCALAb, Sciences Cognitives et Sciences Affectives, Lille, France
| | - Laurent Pezard
- Aix-Marseille Université, CNRS UMR 7291, LNC, Marseille, France
| | - Jean-Louis Nandrino
- University of Lille, CNRS, UMR 9193 -SCALAb, Sciences Cognitives et Sciences Affectives, Lille, France
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18
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Warlaumont AS, Sobowale K, Fausey CM. Daylong Mobile Audio Recordings Reveal Multitimescale Dynamics in Infants' Vocal Productions and Auditory Experiences. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2022; 31:12-19. [PMID: 35707791 PMCID: PMC9197087 DOI: 10.1177/09637214211058166] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/20/2023]
Abstract
The sounds of human infancy-baby babbling, adult talking, lullaby singing, and more-fluctuate over time. Infant-friendly wearable audio recorders can now capture very large quantities of these sounds throughout infants' everyday lives at home. Here, we review recent discoveries about how infants' soundscapes are organized over the course of a day based on analyses designed to detect patterns at multiple timescales. Analyses of infants' day-long audio have revealed that everyday vocalizations are clustered hierarchically in time, vocal explorations are consistent with foraging dynamics, and musical tunes are distributed such that some are much more available than others. This approach focusing on the multi-scale distributions of sounds heard and produced by infants provides new, fundamental insights on human communication development from a complex systems perspective.
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Affiliation(s)
| | - Kunmi Sobowale
- Department of Psychiatry and Biobehavioral Sciences, University of California, Los Angeles
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19
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Ward R, Hennessey N, Barty E, Elliott C, Valentine J, Cantle Moore R. Clinical utilisation of the Infant Monitor of vocal Production (IMP) for early identification of communication impairment in young infants at-risk of cerebral palsy: a prospective cohort study. Dev Neurorehabil 2022; 25:101-114. [PMID: 34241555 DOI: 10.1080/17518423.2021.1942280] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
AIM To report prospective longitudinal data of early vocaliszations of infants identified "at-risk" of cerebral palsy (CP) for early identification of communication impairment. METHOD This case-control longitudinal prospective cohort study reports on the assessment of 36 infants, 18 identified as at-risk of CP at the time of enrolment and 18 typically developing (TD) children, at three time points: 6 months, 9 months and 12 months of age, Data were obtained through criterion and norm referenced assessments of vocaliszation behaviors. RESULTS Early vocal behaviors of infants identified as at-risk of CP did not differ from their age matched peers at 6 months of age, however, significant group differences emerged at 9 and 12 months when pre-canonical and canonical babble typically emerge. Generalized linear mixed models analysis showed that the rate of development of early language ability and more complex speech-related vocal behaviors was slower for infants at risk of CP when compared to TD infants, with over 75% of infants with CP showing below normal vocal production and impaired language by 12 months of age. INTERPRETATION Our data suggest characteristics of infant vocalizations associated with pre-canonical and canonical babbling provide a strong evidence base for predicting communication outcomes in infants at risk of CP.
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Affiliation(s)
- R Ward
- Kids Rehab, Perth Children's, Hospital, Perth, Australia.,School of Allied Health, Curtin University, Perth, Australia.,Institute of Health Research, University of Notre Dame Australia, Fremantle, Australia
| | - N Hennessey
- School of Allied Health, Curtin University, Perth, Australia
| | - E Barty
- Kids Rehab, Perth Children's, Hospital, Perth, Australia
| | - C Elliott
- Kids Rehab, Perth Children's, Hospital, Perth, Australia.,School of Allied Health, Curtin University, Perth, Australia.,Telethon Kids Institute, Perth, Australia
| | - J Valentine
- Kids Rehab, Perth Children's, Hospital, Perth, Australia
| | - R Cantle Moore
- NextSense Institute/Macquarie University, Sydney, New South Wales
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20
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Piazza EA, Nencheva ML, Lew-Williams C. THE DEVELOPMENT OF COMMUNICATION ACROSS TIMESCALES. CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE 2021; 30:459-467. [PMID: 35177881 PMCID: PMC8849573 DOI: 10.1177/09637214211037665] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/12/2023]
Abstract
How do young children learn to organize the statistics of communicative input across milliseconds and months? Developmental science has made progress in understanding how infants learn patterns in language and how infant-directed speech is engineered to ease short-timescale processing, but less is known about how they link perceptual experiences across multiple levels of processing within an interaction (from syllables to stories) and across development. In this article, we propose that three domains of research - statistical summary, neural processing hierarchies, and neural coupling - will be fruitful in uncovering the dynamic exchange of information between children and adults, both in the moment and in aggregate. In particular, we discuss how the study of brain-to-brain and brain-to-behavior coupling between children and adults will further our understanding of how children's neural representations become aligned with the increasingly complex statistics of communication across timescales.
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Affiliation(s)
- Elise A Piazza
- Department of Psychology, Princeton University, Princeton, NJ 08544
- Princeton Neuroscience Institute, Princeton University, Princeton, NJ 08544
- Department of Brain & Cognitive Sciences, University of Rochester, Rochester, NY 14611
| | - Mira L Nencheva
- Department of Psychology, Princeton University, Princeton, NJ 08544
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21
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Zhao Z, Tang H, Alviar C, Kello CT, Zhang X, Hu X, Qu X, Lu J. Excessive and less complex body movement in children with autism during face-to-face conversation: An objective approach to behavioral quantification. Autism Res 2021; 15:305-316. [PMID: 34837352 DOI: 10.1002/aur.2646] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2021] [Revised: 11/08/2021] [Accepted: 11/16/2021] [Indexed: 11/05/2022]
Abstract
The majority of existing studies investigating characteristics of overt social behavior in individuals with autism spectrum disorder (ASD) relied on informants' evaluation through questionnaires and behavioral coding techniques. As a novelty, this study aimed to quantify the complex movements produced during social interactions in order to test differences in ASD movement dynamics and their convergence, or lack thereof, during social interactions. Twenty children with ASD and twenty-three children with typical development (TD) were videotaped while engaged in a face-to-face conversation with an interviewer. An image differencing technique was utilized to extract the movement time series. Spectral analyses were conducted to quantify the average power of movement, and the fractal scaling of movement. The degree of complexity matching was calculated to capture the level of behavioral coordination between the interviewer and children. Results demonstrated that the average power was significantly higher (p < 0.01), and the fractal scaling was steeper (p < 0.05) in children with ASD, suggesting excessive and less complex movement as compared to the TD peers. Complexity matching occurred between children and interviewers, but there was no reliable difference in the strength of matching between the ASD and TD children. Descriptive trends in the interviewer's behavior suggest that her movements adapted to match both ASD and TD movements equally well. The findings of our study might shed light on seeking novel behavioral markers of ASD, and on developing automatic ASD screening techniques during daily social interactions.
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Affiliation(s)
- Zhong Zhao
- Institute of Human Factors and Ergonomics, College of Mechatronics and Control Engineering, Shenzhen University, Shenzhen, China
| | - Haiming Tang
- Institute of Human Factors and Ergonomics, College of Mechatronics and Control Engineering, Shenzhen University, Shenzhen, China
| | - Camila Alviar
- Cognitive and Information Sciences, University of California, Merced, USA
| | | | - Xiaobin Zhang
- Shenzhen Guangming District Center for Disease Control and Prevention, Shenzhen, China
| | - Xinyao Hu
- Institute of Human Factors and Ergonomics, College of Mechatronics and Control Engineering, Shenzhen University, Shenzhen, China
| | - Xingda Qu
- Institute of Human Factors and Ergonomics, College of Mechatronics and Control Engineering, Shenzhen University, Shenzhen, China
| | - Jianping Lu
- Department of Child Psychiatry of Shenzhen Kangning Hospital, Shenzhen Mental Health Center, Shenzhen, China
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22
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Mendoza JK, Fausey CM. Quantifying Everyday Ecologies: Principles for Manual Annotation of Many Hours of Infants' Lives. Front Psychol 2021; 12:710636. [PMID: 34552533 PMCID: PMC8450442 DOI: 10.3389/fpsyg.2021.710636] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 07/20/2021] [Indexed: 11/25/2022] Open
Abstract
Everyday experiences are the experiences available to shape developmental change. Remarkable advances in devices used to record infants' and toddlers' everyday experiences, as well as in repositories to aggregate and share such recordings across teams of theorists, have yielded a potential gold mine of insights to spur next-generation theories of experience-dependent change. Making full use of these advances, however, currently requires manual annotation. Manually annotating many hours of everyday life is a dedicated pursuit requiring significant time and resources, and in many domains is an endeavor currently lacking foundational facts to guide potentially consequential implementation decisions. These realities make manual annotation a frequent barrier to discoveries, as theorists instead opt for narrower scoped activities. Here, we provide theorists with a framework for manually annotating many hours of everyday life designed to reduce both theoretical and practical overwhelm. We share insights based on our team's recent adventures in the previously uncharted territory of everyday music. We identify principles, and share implementation examples and tools, to help theorists achieve scalable solutions to challenges that are especially fierce when annotating extended timescales. These principles for quantifying everyday ecologies will help theorists collectively maximize return on investment in databases of everyday recordings and will enable a broad community of scholars—across institutions, skillsets, experiences, and working environments—to make discoveries about the experiences upon which development may depend.
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Affiliation(s)
- Jennifer K Mendoza
- Department of Psychology, University of Oregon, Eugene, OR, United States
| | - Caitlin M Fausey
- Department of Psychology, University of Oregon, Eugene, OR, United States
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23
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Cuadros Z, Hurtado E, Cornejo C. Infant-adult synchrony in spontaneous and nonspontaneous interactions. PLoS One 2020; 15:e0244138. [PMID: 33338070 PMCID: PMC7748288 DOI: 10.1371/journal.pone.0244138] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Accepted: 12/03/2020] [Indexed: 02/08/2023] Open
Abstract
Infant-adult synchrony has been reported through observational and experimental studies. Nevertheless, synchrony is addressed differently in both cases. While observational studies measure synchrony in spontaneous infant-adult interactions, experimental studies manipulate it, inducing nonspontaneous synchronous and asynchronous interactions. A still unsolved question is to what extent differ spontaneous synchrony from the nonspontaneous one, experimentally elicited. To address this question, we conducted a study to compare synchrony in both interactional contexts. Forty-three 14-month-old infants were randomly assigned to one of two independent groups: (1) the spontaneous interaction context, consisting of a storytime session; and (2) the nonspontaneous interaction context, where an assistant bounced the infant in synchrony with a stranger. We employed an optical motion capture system to accurately track the time and form of synchrony in both contexts. Our findings indicate that synchrony arising in spontaneous exchanges has different traits than synchrony produced in a nonspontaneous interplay. The evidence presented here offers new insights for rethinking the study of infant-adult synchrony and its consequences on child development.
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Affiliation(s)
- Zamara Cuadros
- Laboratorio de Lenguaje Interacción y Fenomenología, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Esteban Hurtado
- Laboratorio de Lenguaje Interacción y Fenomenología, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
| | - Carlos Cornejo
- Laboratorio de Lenguaje Interacción y Fenomenología, Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile
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24
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Long HL, Bowman DD, Yoo H, Burkhardt-Reed MM, Bene ER, Oller DK. Social and endogenous infant vocalizations. PLoS One 2020; 15:e0224956. [PMID: 32756591 PMCID: PMC7406057 DOI: 10.1371/journal.pone.0224956] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2019] [Accepted: 07/20/2020] [Indexed: 12/04/2022] Open
Abstract
Research on infant vocal development has provided notable insights into vocal interaction with caregivers, elucidating growth in foundations for language through parental elicitation and reaction to vocalizations. A role for infant vocalizations produced endogenously, potentially providing raw material for interaction and a basis for growth in the vocal capacity itself, has received less attention. We report that in laboratory recordings of infants and their parents, the bulk of infant speech-like vocalizations, or "protophones", were directed toward no one and instead appeared to be generated endogenously, mostly in exploration of vocal abilities. The tendency to predominantly produce protophones without directing them to others occurred both during periods when parents were instructed to interact with their infants and during periods when parents were occupied with an interviewer, with the infants in the room. The results emphasize the infant as an agent in vocal learning, even when not interacting socially and suggest an enhanced perspective on foundations for vocal language.
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Affiliation(s)
- Helen L. Long
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
| | - Dale D. Bowman
- Department of Mathematics, University of Memphis, Memphis, Tennessee, United States of America
| | - Hyunjoo Yoo
- Department of Communicative Disorders, College of Arts & Sciences, The University of Alabama, Tuscaloosa, Alabama, United States of America
| | - Megan M. Burkhardt-Reed
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
| | - Edina R. Bene
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
| | - D. Kimbrough Oller
- Origins of Language Laboratory, School of Communication Sciences and Disorders, University of Memphis, Memphis, Tennessee, United States of America
- Institute for Intelligent Systems, University of Memphis, Memphis, Tennessee, United States of America
- Konrad Lorenz Institute for Evolution and Cognition Research, Klosterneuburg, Austria
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25
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Ritwika VPS, Pretzer GM, Mendoza S, Shedd C, Kello CT, Gopinathan A, Warlaumont AS. Exploratory dynamics of vocal foraging during infant-caregiver communication. Sci Rep 2020; 10:10469. [PMID: 32591549 PMCID: PMC7319970 DOI: 10.1038/s41598-020-66778-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Accepted: 05/22/2020] [Indexed: 11/16/2022] Open
Abstract
We investigated the hypothesis that infants search in an acoustic space for vocalisations that elicit adult utterances and vice versa, inspired by research on animal and human foraging. Infant-worn recorders were used to collect day-long audio recordings, and infant speech-related and adult vocalisation onsets and offsets were automatically identified. We examined vocalisation-to-vocalisation steps, focusing on inter-vocalisation time intervals and distances in an acoustic space defined by mean pitch and mean amplitude, measured from the child's perspective. Infant inter-vocalisation intervals were shorter immediately following a vocal response from an adult. Adult intervals were shorter following an infant response and adult inter-vocalisation pitch differences were smaller following the receipt of a vocal response from the infant. These findings are consistent with the hypothesis that infants and caregivers are foraging vocally for social input. Increasing infant age was associated with changes in inter-vocalisation step sizes for both infants and adults, and we found associations between response likelihood and acoustic characteristics. Future work is needed to determine the impact of different labelling methods and of automatic labelling errors on the results. The study represents a novel application of foraging theory, demonstrating how infant behaviour and infant-caregiver interaction can be characterised as foraging processes.
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Affiliation(s)
- V P S Ritwika
- University of California, Merced, Department of Physics, Merced, CA, 94343, USA.
| | - Gina M Pretzer
- University of California, Merced, Cognitive and Information Sciences, Merced, CA, 95343, USA
| | - Sara Mendoza
- University of California, Merced, Cognitive and Information Sciences, Merced, CA, 95343, USA
| | - Christopher Shedd
- University of California, Merced, Department of Physics, Merced, CA, 94343, USA
| | - Christopher T Kello
- University of California, Merced, Cognitive and Information Sciences, Merced, CA, 95343, USA
| | - Ajay Gopinathan
- University of California, Merced, Department of Physics, Merced, CA, 94343, USA
| | - Anne S Warlaumont
- University of California, Los Angeles, Department of Communication, Los Angeles, CA, 90095, USA.
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26
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Griffioen RE, van der Steen S, Verheggen T, Enders-Slegers MJ, Cox R. Changes in behavioural synchrony during dog-assisted therapy for children with autism spectrum disorder and children with Down syndrome. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES 2019; 33:398-408. [PMID: 31809563 DOI: 10.1111/jar.12682] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2018] [Revised: 09/27/2019] [Accepted: 10/24/2019] [Indexed: 12/15/2022]
Abstract
BACKGROUND Dog-assisted therapy (DAT) is hypothesized to help children with autism spectrum disorder (ASD) and Down syndrome (DS). METHODS The present authors compared synchronous movement patterns of these children (n = 10) and their therapy dogs during the first and last session of a DAT programme, and their post-therapy changes in emotional and behavioural problems. RESULTS The present authors found a significant increase in synchrony between child and therapy dog over time. Exploratory analyses suggest more synchrony between children with ASD and their therapy dogs, compared to the children with DS. CONCLUSIONS This study is the first to test the synchrony hypothesis, shedding light upon a mechanism that may underlie the effect of DAT and how this may be different for children with ASD and DS.
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Affiliation(s)
- Richard Eric Griffioen
- Section Anthrozoology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | - Steffie van der Steen
- Department of Special Needs Education and Youth Care, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
| | - Theo Verheggen
- Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | - Marie-Jose Enders-Slegers
- Section Anthrozoology, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | - Ralf Cox
- Department of Psychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
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27
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Ravignani A, Dalla Bella S, Falk S, Kello CT, Noriega F, Kotz SA. Rhythm in speech and animal vocalizations: a cross-species perspective. Ann N Y Acad Sci 2019; 1453:79-98. [PMID: 31237365 PMCID: PMC6851814 DOI: 10.1111/nyas.14166] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2019] [Revised: 05/14/2019] [Accepted: 05/24/2019] [Indexed: 12/31/2022]
Abstract
Why does human speech have rhythm? As we cannot travel back in time to witness how speech developed its rhythmic properties and why humans have the cognitive skills to process them, we rely on alternative methods to find out. One powerful tool is the comparative approach: studying the presence or absence of cognitive/behavioral traits in other species to determine which traits are shared between species and which are recent human inventions. Vocalizations of many species exhibit temporal structure, but little is known about how these rhythmic structures evolved, are perceived and produced, their biological and developmental bases, and communicative functions. We review the literature on rhythm in speech and animal vocalizations as a first step toward understanding similarities and differences across species. We extend this review to quantitative techniques that are useful for computing rhythmic structure in acoustic sequences and hence facilitate cross-species research. We report links between vocal perception and motor coordination and the differentiation of rhythm based on hierarchical temporal structure. While still far from a complete cross-species perspective of speech rhythm, our review puts some pieces of the puzzle together.
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Affiliation(s)
- Andrea Ravignani
- Artificial Intelligence LaboratoryVrije Universiteit BrusselBrusselsBelgium
- Institute for Advanced StudyUniversity of AmsterdamAmsterdamthe Netherlands
| | - Simone Dalla Bella
- International Laboratory for BrainMusic and Sound Research (BRAMS)MontréalQuebecCanada
- Department of PsychologyUniversity of MontrealMontréalQuebecCanada
- Department of Cognitive PsychologyWarsawPoland
| | - Simone Falk
- International Laboratory for BrainMusic and Sound Research (BRAMS)MontréalQuebecCanada
- Laboratoire de Phonétique et Phonologie, UMR 7018, CNRS/Université Sorbonne Nouvelle Paris‐3Institut de Linguistique et Phonétique générales et appliquéesParisFrance
| | | | - Florencia Noriega
- Chair for Network DynamicsCenter for Advancing Electronics Dresden (CFAED), TU DresdenDresdenGermany
- CODE University of Applied SciencesBerlinGermany
| | - Sonja A. Kotz
- International Laboratory for BrainMusic and Sound Research (BRAMS)MontréalQuebecCanada
- Basic and Applied NeuroDynamics Laboratory, Faculty of Psychology and Neuroscience, Department of Neuropsychology and PsychopharmacologyMaastricht UniversityMaastrichtthe Netherlands
- Department of NeuropsychologyMax‐Planck Institute for Human Cognitive and Brain SciencesLeipzigGermany
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28
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Griffioen R, van der Steen S, Cox RFA, Verheggen T, Enders-Slegers MJ. Verbal Interactional Synchronization between Therapist and Children with Autism Spectrum Disorder during Dolphin Assisted Therapy: Five Case Studies. Animals (Basel) 2019; 9:E716. [PMID: 31554243 PMCID: PMC6826430 DOI: 10.3390/ani9100716] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2019] [Revised: 09/04/2019] [Accepted: 09/17/2019] [Indexed: 12/16/2022] Open
Abstract
Synchronizing behaviors in interactions, such as during turn-taking, are often impaired in children with Autism Spectrum Disorder. Therapies that focus on turn-taking generally lead to increased social skills, less interruptions, and silent pauses, however a positive non-demanding environment is therefore thought to be beneficial. Such an environment can be achieved by incorporating animals into therapy. Our study was guided by the following research questions: (1) How can we characterize the interaction between child and therapist during dolphin-assisted therapy, with regard to synchrony in verbalizations (turn-taking) and (2) does synchrony change over the course of six sessions of therapy? To answer these questions, we performed a cross-recurrence quantification analysis on behavioral data of five children, to give a detailed view of the interaction between therapist and child in the context of dolphin-assisted therapy. We were able to detect synchrony (i.e., adequate turn-taking) in all dyads, although not all children improved equally. The differences might be explained by a delayed reaction time of some children, and their level of language development.
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Affiliation(s)
- Richard Griffioen
- Department of Psychology and Education, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands.
| | - Steffie van der Steen
- Department of Special Needs Education and Youth Care, University of Groningen, 9712 TS Groningen, The Netherlands.
| | - Ralf F A Cox
- Department of Psychology, University of Groningen, 9712 TS Groningen, The Netherlands.
| | - Theo Verheggen
- Department of Psychology and Education, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands.
| | - Marie-Jose Enders-Slegers
- Department of Psychology and Education, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands.
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29
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Elmlinger SL, Schwade JA, Goldstein MH. The ecology of prelinguistic vocal learning: parents simplify the structure of their speech in response to babbling. JOURNAL OF CHILD LANGUAGE 2019; 46:998-1011. [PMID: 31307565 DOI: 10.1017/s0305000919000291] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
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.
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30
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Wallot S. Multidimensional Cross-Recurrence Quantification Analysis (MdCRQA) - A Method for Quantifying Correlation between Multivariate Time-Series. MULTIVARIATE BEHAVIORAL RESEARCH 2019; 54:173-191. [PMID: 30569740 DOI: 10.1080/00273171.2018.1512846] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
In this paper, Multidimensional Cross-Recurrence Quantification Analysis (MdCRQA) is introduced. It is an extension of Multidimensional Recurrence Quantification Analysis (MdRQA), which allows to quantify the (auto-)recurrence properties of a single multidimensional time-series. MdCRQA extends MdRQA to bi-variate cases to allow for the quantification of the co-evolution of two multidimensional time-series. Moreover, it is shown how a Diagonal Cross-Recurrence Profile (DCRP) can be computed from the MdCRQA output that allows to capture time-lagged coupling between two multidimensional time-series. The core concepts of these analyses are described, as well as practical aspects of their application. In the supplementary materials to this paper, implementations of MdCRQA and the DCRP as MatLab- and R-functions are provided.
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Affiliation(s)
- Sebastian Wallot
- a Department of Language and Literature , Max Planck Institute for Empirical Aesthetics
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31
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Wallot S, Leonardi G. Analyzing Multivariate Dynamics Using Cross-Recurrence Quantification Analysis (CRQA), Diagonal-Cross-Recurrence Profiles (DCRP), and Multidimensional Recurrence Quantification Analysis (MdRQA) - A Tutorial in R. Front Psychol 2018; 9:2232. [PMID: 30564161 PMCID: PMC6288366 DOI: 10.3389/fpsyg.2018.02232] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Accepted: 10/29/2018] [Indexed: 11/19/2022] Open
Abstract
This paper provides a practical, hands-on introduction to cross-recurrence quantification analysis (CRQA), diagonal cross-recurrence profiles (DCRP), and multidimensional recurrence quantification analysis (MdRQA) in R. These methods have enjoyed increasing popularity in the cognitive and social sciences since a recognition that many behavioral and neurophysiological processes are intrinsically time dependent and reliant on environmental and social context has emerged. Recurrence-based methods are particularly suited for time-series that are non-stationary or have complicated dynamics, such as longer recordings of continuous physiological or movement data, but are also useful in the case of time-series of symbolic data, as in the case of text/verbal transcriptions or categorically coded behaviors. In the past, they have been used to assess changes in the dynamics of, or coupling between physiological and behavioral measures, for example in joint action research to determine the co-evolution of the behavior between individuals in dyads or groups, or for assessing the strength of coupling/correlation between two or more time-series. In this paper, we provide readers with a conceptual introduction, followed by a step-by-step explanation on how the analyses are performed in R with a summary of the current best practices of their application.
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Affiliation(s)
- Sebastian Wallot
- Max Planck Institute for Empirical Aesthetics, Frankfurt am Main, Germany
| | - Giuseppe Leonardi
- Faculty of Psychology, University of Economics and Human Sciences, Warsaw, Poland
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32
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Coey CA, Kallen RW, Chemero A, Richardson MJ. Exploring complexity matching and asynchrony dynamics in synchronized and syncopated task performances. Hum Mov Sci 2018; 62:81-104. [PMID: 30268998 DOI: 10.1016/j.humov.2018.09.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Revised: 09/08/2018] [Accepted: 09/10/2018] [Indexed: 11/26/2022]
Abstract
When two people synchronize their rhythmic behaviors (e.g., finger tapping; walking) they match one another not only at a local scale of beat-to-beat intervals, but also at a global scale of the complex (fractal) patterns of variation in their interval series. This "complexity matching" had been demonstrated in a variety of timing behaviors, but the current study was designed to address two important gaps in previous research. First, very little was known about complexity matching outside of synchronization tasks. This was important because different modes are associated with differences in the strength of coordination and the fractal scaling of the task performance. Second, very little was known about the dynamics of the asynchrony series. This was important because asynchrony is a variable directly quantifying the coordination between the two timing behaviors and the task goal. So, the current study explored complexity matching in both synchronized and syncopated finger tapping tasks, and included analyses of the fractal scaling of the asynchrony series. Participants completed an interpersonal finger tapping task, in both synchronization and syncopation conditions. The magnitude of variation and the exact power law scaling of the tapping intervals were manipulated by having one participant tap in time with a metronome. Complexity matching was most stable when there was sufficient variation in the task behavior and when a persistent scaling dynamic was presented. There were, however, several interesting differences between the two coordination modes, in terms of the heterogeneity of the complexity matching effect and the scaling of the asynchronies. These findings raised a number of important points concerning how to approach and understand the interaction of inherently complex systems.
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33
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van Dijk M, van Voorthuizen B, Cox RF. Synchronization of mother-infant feeding behavior. Infant Behav Dev 2018; 52:97-103. [DOI: 10.1016/j.infbeh.2018.06.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2018] [Revised: 05/11/2018] [Accepted: 06/13/2018] [Indexed: 11/17/2022]
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34
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Ravignani A, Kello CT, de Reus K, Kotz SA, Dalla Bella S, Méndez-Aróstegui M, Rapado-Tamarit B, Rubio-Garcia A, de Boer B. Ontogeny of vocal rhythms in harbor seal pups: an exploratory study. Curr Zool 2018; 65:107-120. [PMID: 30697246 PMCID: PMC6347067 DOI: 10.1093/cz/zoy055] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2018] [Accepted: 07/02/2018] [Indexed: 11/15/2022] Open
Abstract
Puppyhood is a very active social and vocal period in a harbor seal’s life Phoca vitulina. An important feature of vocalizations is their temporal and rhythmic structure, and understanding vocal timing and rhythms in harbor seals is critical to a cross-species hypothesis in evolutionary neuroscience that links vocal learning, rhythm perception, and synchronization. This study utilized analytical techniques that may best capture rhythmic structure in pup vocalizations with the goal of examining whether (1) harbor seal pups show rhythmic structure in their calls and (2) rhythms evolve over time. Calls of 3 wild-born seal pups were recorded daily over the course of 1–3 weeks; 3 temporal features were analyzed using 3 complementary techniques. We identified temporal and rhythmic structure in pup calls across different time windows. The calls of harbor seal pups exhibit some degree of temporal and rhythmic organization, which evolves over puppyhood and resembles that of other species’ interactive communication. We suggest next steps for investigating call structure in harbor seal pups and propose comparative hypotheses to test in other pinniped species.
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Affiliation(s)
- Andrea Ravignani
- Research Department, Sealcentre Pieterburen, Pieterburen, The Netherlands.,Artificial Intelligence Lab, Vrije Universiteit Brussel, Brussels, Belgium
| | - Christopher T Kello
- Cognitive and Information Sciences, University of California, Merced, CA, USA
| | - Koen de Reus
- Research Department, Sealcentre Pieterburen, Pieterburen, The Netherlands
| | - Sonja A Kotz
- Basic and Applied NeuroDynamics Lab, Faculty of Psychology and Neuroscience, Department of Neuropsychology & Psychopharmacology, Maastricht University, Maastricht, The Netherlands.,Department of Neuropsychology, Max-Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany.,International Laboratory for Brain, Music and Sound Research (BRAMS), Montréal, QC, Canada
| | - Simone Dalla Bella
- International Laboratory for Brain, Music and Sound Research (BRAMS), Montréal, QC, Canada.,Department of Psychology, University of Montreal, Montréal, QC, Canada.,Department of Cognitive Psychology, WSFiZ in Warsaw, Warsaw, Poland
| | | | | | - Ana Rubio-Garcia
- Research Department, Sealcentre Pieterburen, Pieterburen, The Netherlands
| | - Bart de Boer
- Artificial Intelligence Lab, Vrije Universiteit Brussel, Brussels, Belgium
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35
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Abney DH, Dale R, Louwerse MM, Kello CT. The Bursts and Lulls of Multimodal Interaction: Temporal Distributions of Behavior Reveal Differences Between Verbal and Non-Verbal Communication. Cogn Sci 2018; 42:1297-1316. [PMID: 29630740 DOI: 10.1111/cogs.12612] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2017] [Revised: 11/22/2017] [Accepted: 01/26/2018] [Indexed: 11/30/2022]
Abstract
Recent studies of naturalistic face-to-face communication have demonstrated coordination patterns such as the temporal matching of verbal and non-verbal behavior, which provides evidence for the proposal that verbal and non-verbal communicative control derives from one system. In this study, we argue that the observed relationship between verbal and non-verbal behaviors depends on the level of analysis. In a reanalysis of a corpus of naturalistic multimodal communication (Louwerse, Dale, Bard, & Jeuniaux, ), we focus on measuring the temporal patterns of specific communicative behaviors in terms of their burstiness. We examined burstiness estimates across different roles of the speaker and different communicative modalities. We observed more burstiness for verbal versus non-verbal channels, and for more versus less informative language subchannels. Using this new method for analyzing temporal patterns in communicative behaviors, we show that there is a complex relationship between verbal and non-verbal channels. We propose a "temporal heterogeneity" hypothesis to explain how the language system adapts to the demands of dialog.
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Affiliation(s)
- Drew H Abney
- Department of Psychological and Brain Sciences, Indiana University
| | - Rick Dale
- Department of Communication, University of California, Los Angeles
| | - Max M Louwerse
- Cognitive Science and Artificial Intelligence, Tilburg University
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36
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Nonaka T, Goldfield EC. Mother-Infant Interaction in the Emergence of a Tool-Using Skill at Mealtime: A Process of Affordance Selection. ECOLOGICAL PSYCHOLOGY 2018. [DOI: 10.1080/10407413.2018.1438199] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Tetsushi Nonaka
- Graduate School of Human Development and Environment, Kobe University
| | - Eugene C. Goldfield
- Program in Behavioral Science, Boston Children's Hospital
- Wyss Institute for Biologically Inspired Engineering, Harvard University
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37
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Rączaszek-Leonardi J, Nomikou I, Rohlfing KJ, Deacon TW. Language Development From an Ecological Perspective: Ecologically Valid Ways to Abstract Symbols. ECOLOGICAL PSYCHOLOGY 2018. [DOI: 10.1080/10407413.2017.1410387] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
| | - Iris Nomikou
- Department of Psychology, University of Portsmouth
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38
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Scott Jordan J, Schloesser DS, Bai J, Abney D. Multi-Scale Contingencies During Individual and Joint Action. Top Cogn Sci 2017; 10:36-54. [DOI: 10.1111/tops.12304] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2016] [Revised: 05/26/2017] [Accepted: 08/23/2017] [Indexed: 11/30/2022]
Affiliation(s)
| | | | - Jiuyang Bai
- Department of Psychology; Illinois State University
| | - Drew Abney
- Cognitive and Information Sciences; University of California, Merced
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