Social and Discourse Contributions to the Determination of Reference in Cross-Situational Word Learning

How do children infer the meanings of their first words? Even in infant-directed speech, object nouns are often used in complex contexts with many possible referents and in sentences with many other words. Previous work has argued that children can learn word meanings via cross-situational observation of correlations between words and their referents. While cross-situational associations can sometimes be informative, social cues to what a speaker is talking about can provide a powerful shortcut to word meaning. The current study takes steps toward quantifying the informativeness of cues that signal speakers' chosen referent, including their eye-gaze, the position of their hands, and the referents of their previous utterances. We present results based on a hand-annotated corpus of 24 videos of child-caregiver play sessions with children from 6 to 18 months old, which we make available to researchers interested in similar issues. Our analyses suggest that although they can be more useful than cross-situational information in some contexts, social and discourse information must also be combined probabilistically to be effective in determining reference.National Science Foundation (U.S.) (NSF #DDRIG #0746251)United States. Department of Education (Jacob K. Javits Graduate Fellowship

Spanish-speaking caregivers’ use of referential labels with toddlers is a better predictor of later vocabulary than their use of referential gestures

Variation in how frequently caregivers engage with their children is associated with variation in children’s later language outcomes. One explanation for this link is that caregivers use both verbal behaviors, such as labels, and non-verbal behaviors, such as gestures, to help children establish reference to objects or events in the world. However, few studies have directly explored whether language outcomes are more strongly associated with referential behaviors that are expressed verbally, such as labels, or non-verbally, such as gestures, or whether both are equally predictive. Here, we observed caregivers from 42 Spanish-speaking families in the US engage with their 18-month-old children during 5-min lab-based, play sessions. Children’s language processing speed and vocabulary size were assessed when children were 25 months. Bayesian model comparisons assessed the extent to which the frequencies of caregivers’ referential labels, referential gestures, or labels and gestures together, were more strongly associated with children’s language outcomes than their total numbers of words, or overall talkativeness. The best-fitting models showed that children who heard more referential labels at 18 months were faster in language processing and had larger vocabularies at 25 months. Models including gestures, or labels and gestures together, showed weaker fits to the data. Caregivers’ total words predicted children’s language processing speed, but predicted vocabulary size less well. These results suggest that the frequency with which caregivers of 18-month-old children use referential labels, more so than referential gestures, is a critical feature of caregiver verbal engagement that contributes to language processing development and vocabulary growth

Is Overweight in Stunted Preschool Children in Cameroon Related to Reductions in Fat Oxidation, Resting Energy Expenditure and Physical Activity?

Recent studies suggest that early modifications in metabolic pathways and behaviour, leading to energy conservation and reduced linear growth, could represent adaptations to nutritional constraints during foetal life and infancy. Impaired fat oxidation, low resting energy expenditure and reduced physical activity, resulting from these adaptations, could facilitate fat storage and development of overweight in growth-retarded children that consume more energy-dense food. This study aims at assessing whether: (1) dual-burden preschool children (simultaneously stunted and overweight) of Yaounde (Cameroon) have low birth-weight (indicator of foetal undernutrition) and reductions in fat oxidation, resting energy expenditure (REE) and physical activity, (2) fat oxidation, REE and physical activity are associated with foetal growth.162 children (24-72 months) were considered: 22 stunted-overweight (SO), 40 stunted (S), 41 overweight (O), and 59 non stunted-non overweight (NSNO). Nutritional status and body composition were assessed using anthropometry and multifrequency bioimpedance analysis. Fasting respiratory quotient (RQ) and REE were measured by indirect calorimetry. Physical activity was determined using accelerometers, food questionnaires were used for diet assessment and birth-weight was noted. Mean RQs and REE (weight adjusted) did not differ between stunted children (SO and S) and non-stunted children (O and NSNO). SO and S children spent more time in sedentary activities than O children (p = 0.01 and p = 0.02, respectively) and less time in moderate-to-vigorous activities than NSNO children (p = 0.05 and p = 0.04, respectively). SO children's diet was less diverse (p = 0.01) with less animal products (p = 0.006). Multiple linear regressions model revealed that birth-weight is predictive of RQ (β = 0.237, p<0.01, R(2) = 0.08).This study showed that growth retardation in stunted-overweight children could be associated with postnatal nutritional deficiencies. Overweight in stunted children could be associated with reduced physical activity in the context of nutrition transition. High birth-weight was a predictor of reduced lipid oxidation, a risk factor of fat deposition

Learning homophones in context:Easy cases are favored in the lexicon of natural languages

International audienc

A Melodic Contour Repeatedly Experienced by Human Near-Term Fetuses Elicits a Profound Cardiac Reaction One Month after Birth

Human hearing develops progressively during the last trimester of gestation. Near-term fetuses can discriminate acoustic features, such as frequencies and spectra, and process complex auditory streams. Fetal and neonatal studies show that they can remember frequently recurring sounds. However, existing data can only show retention intervals up to several days after birth.Here we show that auditory memories can last at least six weeks. Experimental fetuses were given precisely controlled exposure to a descending piano melody twice daily during the 35(th), 36(th), and 37(th) weeks of gestation. Six weeks later we assessed the cardiac responses of 25 exposed infants and 25 naive control infants, while in quiet sleep, to the descending melody and to an ascending control piano melody. The melodies had precisely inverse contours, but similar spectra, identical duration, tempo and rhythm, thus, almost identical amplitude envelopes. All infants displayed a significant heart rate change. In exposed infants, the descending melody evoked a cardiac deceleration that was twice larger than the decelerations elicited by the ascending melody and by both melodies in control infants.Thus, 3-weeks of prenatal exposure to a specific melodic contour affects infants 'auditory processing' or perception, i.e., impacts the autonomic nervous system at least six weeks later, when infants are 1-month old. Our results extend the retention interval over which a prenatally acquired memory of a specific sound stream can be observed from 3-4 days to six weeks. The long-term memory for the descending melody is interpreted in terms of enduring neurophysiological tuning and its significance for the developmental psychobiology of attention and perception, including early speech perception, is discussed

Prosody and focus in speech to infants and adults

Two studies investigated adults &apos; use of prosodic emphasis to mark focused words in speech to infants and adults. In Experiment 1,18 mothers told a story to a 14-month-old infant and to an adult, using a picture book in which 6 target items were the focus of attention. Prosodic emphasis was measured both acoustically and subjectively In speech to infants, mothers consistently positioned focused words on exaggerated pitch peaks in utterance-final position, whereas in speech to adults prosodic emphasis was more variable. In Experiment 2,12 women taught another adult an assembly procedure involving familiar and novel terminology. In both studies, stressed words in adultdirected speech rarely coincided with pitch peaks. However, in infant-directed speech, mothers regularly used pitch prominence to convey primary stress. The use of exaggerated pitch peaks at the ends of utterances to mark focused words may facilitate speech processing for the infant. Research on features of early linguistic experiences that influence language acquisition has begun to explore the role of prosody in providing the infant with acoustic cues to linguistic structure in the speech waveform. Faced with the problem of discovering the linguistically relevant units in continuou

VEGETATION OF TWO SOUTHEASTERN ARIZONA DESERT MARSHES

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Knowing what a novel word is not: Two-year-olds ‘listen through’ ambiguous adjectives in fluent speech

Three studies investigated how 24-month-olds and adults resolve temporary ambiguity in fluent speech when encountering prenominal adjectives potentially interpretable as nouns. Children were tested in a looking-while-listening procedure to monitor the time course of speech processing. In Experiment 1, the familiar and unfamiliar adjectives preceding familiar target nouns were accented or deaccented. Target word recognition was disrupted only when lexically ambiguous adjectives were accented like nouns. Experiment 2 measured the extent of interference experienced by children when interpreting prenominal words as nouns. In Experiment 3, adults used prosodic cues to identify the form class of adjective/noun homophones in string-identical sentences before the ambiguous words were fully spoken. Results show that children and adults use prosody in conjunction with lexical and distributional cues to ‘listen through’ prenominal adjectives, avoiding costly misinterpretation