Careful Whisper -- leveraging advances in automatic speech recognition for robust and interpretable aphasia subtype classification

This paper presents a fully automated approach for identifying speech anomalies from voice recordings to aid in the assessment of speech impairments. By combining Connectionist Temporal Classification (CTC) and encoder-decoder-based automatic speech recognition models, we generate rich acoustic and clean transcripts. We then apply several natural language processing methods to extract features from these transcripts to produce prototypes of healthy speech. Basic distance measures from these prototypes serve as input features for standard machine learning classifiers, yielding human-level accuracy for the distinction between recordings of people with aphasia and a healthy control group. Furthermore, the most frequently occurring aphasia types can be distinguished with 90% accuracy. The pipeline is directly applicable to other diseases and languages, showing promise for robustly extracting diagnostic speech biomarkers

The impact of typological similarities and differences between German and Italian on the acquisition of language-specific phonetic cues in bilingual children: insights from the T-complex

IntroductionLateral temporal neural measures (Na and T-complex Ta and Tb) of the auditory evoked potential (AEP) index auditory/speech processing and have been observed in children and adults. While Na is already present in children under 4 years of age, Ta emerges from 4 years of age, and Tb appears even later. The T-complex has been found to be sensitive to language experience in Spanish-English and Turkish-German children and adults. In particular, Ta elicited to a vowel has been found to be sensitive to language experience in bilingual preschool children. This paper examines neural responses in 4-to-6-year-old Italian-German bilingual and German monolingual children using language-specific phonetic cues for voicing.MethodsWe tested children's processing of voicing features in bilabial stop consonants in relation to (1) their language status (i.e., being monolingual vs. bilingual) as well as to (2) their relative amount of current exposure to the heritage (Italian) and the societal language (German). Italian-German bilingual and German monolingual children were hypothesized to encode the temporal properties of a set of Voice Onset Time (VOT) stimuli differently as indexed by Ta and Tb.ResultsThe results revealed no main effects of language group, but interactions of group with hemisphere and stimulus. In particular, bilingual children showed less hemispheric differentiation and an attenuated (less positive) response at the right site (T8) for the 0 ms VOT stimulus during the Ta-Tb time window. Children with more German (and consequently, less Italian) input showed a more positive T8 response for the Na, Ta and Tb time intervals.DiscussionThese findings partially replicated previous studies, but also revealed that stimulus factors modulate the response. They suggest that a delay in commitment is found only in bilinguals with less input in the target language, and those who are strongly dominant in one of the two languages will resemble monolinguals in the development of T-complex responses. However, the finding of greater Na positivity for German-dominant bilinguals suggests that their specific experience also influences processing, but perhaps via a different mechanism than found for the more balanced bilinguals

Acoustic Correlates of Central Vowels in Russian-English and Spanish-English Bilingual Children

During the first few years of life, children attune their perception to the speech sound categories of their native language. Attunement to native-language vowels has been shown as early as 6 months of age (e.g., Kuhl et al., 1992). This is considered a prerequisite for the development of the native-language phonological system, which is used for optimizing both word recognition (perception) as well as the articulation of sounds in running speech (production). While we know that the formation of the phonological system is well underway in the first year of life, native-language speech sounds take longer to be mastered in production. For example, while around 3 years of age children’s vowel productions enable listeners to access the intended vowel targets, allowing for successful communication, the production of the acoustic-phonetic cues in vowels is not yet adultlike even at age 3. Several factors are considered to be at play here, including the ongoing maturation of the structural articulatory system (or in other words, children’s physical growth), the development and fine-tuning of motor and gestural control, and the ongoing development of the phonological system

Speech and Language Therapy Service for Multilingual Children: Attitudes and Approaches across Four European Countries

Educational equality and the reduction of discrimination are among the UN’s Sustainability Goals. Previous studies as well as policy recommendations suggest that the extent to which these are implemented in the field of speech and language therapy for multilingual children depends on sufficient knowledge and material. To this end, an online survey was carried out with 300 Speech and Language Therapists (SLTs) from Austria, Germany, Italy, and Switzerland, investigating their attitudes and approaches regarding the service provision for multilingual children. Their responses were analyzed taking the SLTs’ language background, experience, and country of origin into account. Results were interpreted in the context of country-specific SLT service-related policies and SLT training as well as migration history. There seems to be a gap between the SLTs’ knowledge about the specific requirements for providing Speech Language Therapy (SLT) for multilingual children and their common practice, which—despite the continuous need of further training—points to sufficient awareness but a lack of materials or resources. We found experience in working with multilingual children to be the most influential factor on attitudes and approaches towards multilingualism. This suggests the importance of improving pre-exam and early-career professional experience to foster SLTs’ development of mindful attitudes and appropriate approaches towards multilingualism in their clinical practice

The role of language input in typical bilingual language development : implications for the assessment of atypical bilingual language development

Exposure to more than one language influences children's language development (Kehoe & Kannathasan, 2021). It has been shown that particularly the relative amount of language input bilingual children receive influences their language development. Bilingual children can never dedicate the same amount of time to either one of their languages as their monolingual peers because their everyday linguistic environment is divided between two languages. This may ultimately lead to typically developing bilingual children with linguistic profiles similar to monolingual children with a language developmental disorder (DLD) if they have reduced contact to one of their languages (Paradis, 2010). For this reason, it is particularly difficult for clinicians (i.e., Speech-Language Pathologists, SLPs) to distinguish between actual language impairment and typical deviations from the (monolingual) norm due to limited language exposure. In Germany, almost half of all children in speech therapy have a bilingual or multilingual language background (Lüke & Ritterfeld, 2011). Despite the high proportion of bilingual children in speech therapy, the assessment and treatment of DLD in this population is still predominantly monoculturally and monolingually oriented (Scharff Rethfeldt, 2016). Previous studies have identified nonword repetition tasks (NWRTs) as promising tools for the clinical differentiation between bilingual typically developing children and children with DLD because they are arguably relatively free from the influence of children's prior language experience (Schwob et al., 2021). However, some researchers have raised the question of whether bilingual children might still be disadvantaged by language-specific characteristics of nonwords (e.g., Chiat, 2015)

Italian and German lexical development in Italian heritage speakers in kindergarten and elementary school settings

Language development in children with a heritage language background is often characterized by a shift towards the majority language once children enter formal educational contexts. In Germany, educational programs that target heritage languages are scarce. It is therefore of interest whether children with a heritage language background can benefit from a bilingual program targeting their heritage language. In this paper, we report data on the lexical skills of Italian heritage children in two educational contexts, bilingual Italian-German kindergartens and a bilingual Italian-German elementary school. We examine (1) developmental trajectories of children’s lexical skills in German and Italian, (2) differences between noun and verb development, (3) differences between lexical production and comprehension using the Cross-Linguistic Lexical Task (CLT). Comparing German and Italian, kindergarteners showed balanced receptive vocabulary skills. By contrast, elementary school-children had a larger German than Italian vocabulary. Both groups demonstrated a clear dominance of nouns over verbs. While school children already performed at ceiling in German at the end of first grade, across the school years, their Italian vocabulary increased, nouns in particular

Evaluating the role of word-related parameters in the discriminative power of a novel nonword repetition task for bilingual children

In bi- and monolingual children, nonword repetition tasks (NWRTs) differentiate typically developing (TD) children from children with Developmental Language Disorder (DLD) or children with a risk of DLD. Previous research has highlighted the importance of considering language specificity in nonword (NW) construction especially for bilingual children. A novel NWRT has been designed for the screening of DLD risk in the bilingual Italian-German preschool population, creating lists of language-specific (for the two target languages) and language-non-specific NWs. This study aimed to test the discriminative validity of this NWRT and to identify the characteristics of the NWs that maximise discriminative validity within language-specific and language-non-specific subsets. The findings confirm the role of language specificity (in terms of target language alikeness) but also of other characteristics related to word structure complexity

Developing automaticity in neural speech discrimination in typically developing bilingual Italian-German and monolingual German children

Many studies have shown that input in more than one language influences children’s phonemic development. In this study, we examined the neural processes supporting perception of Voice Onset Time (VOT) in bilingual Italian-German children and their monolingual German peers. While German contrasts short-lag and long-lag, Italian contrasts short-lag and voicing lead. We examined whether bilinguals’ phonetic/phonological systems for the two languages develop independently or whether they influence each other, and what role language input plays in the formation of phonetic/phonological categories. Forty five-year-old children (16 monolingual German, 24 bilingual Italian-German) were tested in an oddball design expected to elicit a neural Mismatch Response (MMR). The stimuli were bilabial stop VOT contrasts with the short-lag stop, common to both languages, as the standard. Four deviant VOTs were selected: 92 ms and 36 ms lag for German; 112 ms and 36 ms voicing lead for Italian. Bilingual children’s language background was assessed using a caregiver questionnaire. Italian-German bilingual 5-year-old children and German monolingual controls showed similar MMRs to German long-lag and Italian voicing lead VOT, except for the 36 ms long-lag deviant; this acoustically difficult distinction did not elicit a robust negative MMR in the bilingual children. The lack of a difference between the bilinguals and monolinguals for voicing lead suggests that the amount of input in Italian for the bilinguals was not sufficient to lead to an advantage compared to the monolingual German children. Alternatively, the finding could indicate that voicing lead is easier to discriminate than voicing lag