Infant‐directed speech to infants at risk for dyslexia: A novel cross‐dyad design

Shaping linguistic input in parent-infant interactions: The influence of the Infant's temperament

Parent-infant interactions highlight the role of parental input, considering both the quality, infant-directed speech, and quantity of interactions, adult words and communicative turns, in these interactions. However, communication is bidirectional, yet little is known about the infant's role in these interactions. This study (n = 35 4-month-old infants) explores how infant-directed speech, the number of adult words and turn-taking (both measured by the LENA system) are correlated with infants' temperament. Our findings reveal that, while mothers use the typical characteristics of infant-directed speech, they are not correlated with the infant's temperament. However, we observe more adult-infant turn-taking in both introverted infants (with lower Surgency scores) and infants with lower attention regulation (with lower Regulatory/Orienting scores). The number of adult words was not correlated with infants' temperament. We suggest that infants with an introverted temperament prefer quieter exchanges that may lead to more turns and that infants with lower attention regulation might create more opportunities for interactions due to their lower level of self-regulation. These findings suggest that infants' temperament is associated with how adults talk with infants (communicative turns) rather than how adults talk to infants (infant-directed speech, number of adult words). Our results underscore the infant's role in parent-infant communication.

Local Temporal Regularities in Child-Directed Speech in Spanish

PURPOSE

The purpose of this study is to characterize the local (utterance-level) temporal regularities of child-directed speech (CDS) that might facilitate phonological development in Spanish, classically termed a syllable-timed language.

METHOD

Eighteen female adults addressed their 4-year-old children versus other adults spontaneously and also read aloud (CDS vs. adult-directed speech [ADS]). We compared CDS and ADS speech productions using a spectrotemporal model (Leong & Goswami, 2015), obtaining three temporal metrics: (a) distribution of modulation energy, (b) temporal regularity of stressed syllables, and (c) syllable rate.

RESULTS

CDS was characterized by (a) significantly greater modulation energy in the lower frequencies (0.5-4 Hz), (b) more regular rhythmic occurrence of stressed syllables, and (c) a slower syllable rate than ADS, across both spontaneous and read conditions.

DISCUSSION

CDS is characterized by a robust local temporal organization (i.e., within utterances) with amplitude modulation bands aligning with delta and theta electrophysiological frequency bands, respectively, showing greater phase synchronization than in ADS, facilitating parsing of stress units and syllables. These temporal regularities, together with the slower rate of production of CDS, might support the automatic extraction of phonological units in speech and hence support the phonological development of children.

SUPPLEMENTAL MATERIAL

https://doi.org/10.23641/asha.21210893.

The Acoustic Features and Didactic Function of Foreigner-Directed Speech: A Scoping Review

PURPOSE

This scoping review considers the acoustic features of a clear speech register directed to nonnative listeners known as foreigner-directed speech (FDS). We identify vowel hyperarticulation and low speech rate as the most representative acoustic features of FDS; other features, including wide pitch range and high intensity, are still under debate. We also discuss factors that may influence the outcomes and characteristics of FDS. We start by examining accommodation theories, outlining the reasons why FDS is likely to serve a didactic function by helping listeners acquire a second language (L2). We examine how this speech register adapts to listeners' identities and linguistic needs, suggesting that FDS also takes listeners' L2 proficiency into account. To confirm the didactic function of FDS, we compare it to other clear speech registers, specifically infant-directed speech and Lombard speech.

CONCLUSIONS

Our review reveals that research has not yet established whether FDS succeeds as a didactic tool that supports L2 acquisition. Moreover, a complex set of factors determines specific realizations of FDS, which need further exploration. We conclude by summarizing open questions and indicating directions and recommendations for future research.

Brains in Sync: Practical Guideline for Parent-Infant EEG During Natural Interaction

Parent-infant EEG is a novel hyperscanning paradigm to measure social interaction simultaneously in the brains of parents and infants. The number of studies using parent-infant dual-EEG as a theoretical framework to measure brain-to-brain synchrony during interaction is rapidly growing, while the methodology for measuring synchrony is not yet uniform. While adult dual-EEG methodology is quickly improving, open databases, tutorials, and methodological validations for dual-EEG with infants are largely missing. In this practical guide, we provide a step-by-step manual on how to implement and run parent-infant EEG paradigms in a neurodevelopmental laboratory in naturalistic settings (e.g., free interactions). Next, we highlight insights on the variety of choices that can be made during (pre)processing dual-EEG data, including recommendations on interpersonal neural coupling metrics and interpretations of the results. Moreover, we provide an exemplar dataset of two mother-infant dyads during free interactions ("free play") that may serve as practice material. Instead of providing a critical note, we would like to move the field of parent-infant EEG forward and be transparent about the challenges that come along with the exciting opportunity to study the development of our social brain within the naturalistic context of dual-EEG.

Neural sampling of the speech signal at different timescales by children with dyslexia

Phonological difficulties characterize individuals with dyslexia across languages. Currently debated is whether these difficulties arise from atypical neural sampling of (or entrainment to) auditory information in speech at slow rates (<10 Hz, related to speech rhythm), faster rates, or neither. MEG studies with adults suggest that atypical sampling in dyslexia affects faster modulations in the neurophysiological gamma band, related to phoneme-level representation. However, dyslexic adults have had years of reduced experience in converting graphemes to phonemes, which could itself cause atypical gamma-band activity. The present study was designed to identify specific linguistic timescales at which English children with dyslexia may show atypical entrainment. Adopting a developmental focus, we hypothesized that children with dyslexia would show atypical entrainment to the prosodic and syllable-level information that is exaggerated in infant-directed speech and carried primarily by amplitude modulations <10 Hz. MEG was recorded in a naturalistic story-listening paradigm. The modulation bands related to different types of linguistic information were derived directly from the speech materials, and lagged coherence at multiple temporal rates spanning 0.9-40 Hz was computed. Group differences in lagged speech-brain coherence between children with dyslexia and control children were most marked in neurophysiological bands corresponding to stress and syllable-level information (<5 Hz in our materials), and phoneme-level information (12-40 Hz). Functional connectivity analyses showed network differences between groups in both hemispheres, with dyslexic children showing significantly reduced global network efficiency. Global network efficiency correlated with dyslexic children's oral language development and with control children's reading development. These developmental data suggest that dyslexia is characterized by atypical neural sampling of auditory information at slower rates. They also throw new light on the nature of the gamma band temporal sampling differences reported in MEG dyslexia studies with adults.

Natural Infant-Directed Speech Facilitates Neural Tracking of Prosody

Infants prefer to be addressed with infant-directed speech (IDS). IDS benefits language acquisition through amplified low-frequency amplitude modulations. It has been reported that this amplification increases electrophysiological tracking of IDS compared to adult-directed speech (ADS). It is still unknown which particular frequency band triggers this effect. Here, we compare tracking at the rates of syllables and prosodic stress, which are both critical to word segmentation and recognition. In mother-infant dyads (n=30), mothers described novel objects to their 9-month-olds while infants' EEG was recorded. For IDS, mothers were instructed to speak to their children as they typically do, while for ADS, mothers described the objects as if speaking with an adult. Phonetic analyses confirmed that pitch features were more prototypically infant-directed in the IDS-condition compared to the ADS-condition. Neural tracking of speech was assessed by speech-brain coherence, which measures the synchronization between speech envelope and EEG. Results revealed significant speech-brain coherence at both syllabic and prosodic stress rates, indicating that infants track speech in IDS and ADS at both rates. We found significantly higher speech-brain coherence for IDS compared to ADS in the prosodic stress rate but not the syllabic rate. This indicates that the IDS benefit arises primarily from enhanced prosodic stress. Thus, neural tracking is sensitive to parents' speech adaptations during natural interactions, possibly facilitating higher-level inferential processes such as word segmentation from continuous speech.

Acoustic features of infant-directed speech to infants with hearing loss

This study investigated the effects of hearing loss and hearing experience on the acoustic features of infant-directed speech (IDS) to infants with hearing loss (HL) compared to controls with normal hearing (NH) matched by either chronological or hearing age (experiment 1) and across development in infants with hearing loss as well as the relation between IDS features and infants' developing lexical abilities (experiment 2). Both experiments included detailed acoustic analyses of mothers' productions of the three corner vowels /a, i, u/ and utterance-level pitch in IDS and in adult-directed speech. Experiment 1 demonstrated that IDS to infants with HL was acoustically more variable than IDS to hearing-age matched infants with NH. Experiment 2 yielded no changes in IDS features over development; however, the results did show a positive relationship between formant distances in mothers' speech and infants' concurrent receptive vocabulary size, as well as between vowel hyperarticulation and infants' expressive vocabulary. These findings suggest that despite infants' HL and thus diminished access to speech input, infants with HL are exposed to IDS with generally similar acoustic qualities as are infants with NH. However, some differences persist, indicating that infants with HL might receive less intelligible speech.