What Do North American Babies Hear? A Large-Scale Cross-Corpus Analysis

Autor/inn/en	Bergelson, Elika; Casillas, Marisa; Soderstrom, Melanie; Seidl, Amanda; Warlaumont, Anne S.; Amatuni, Andrei
Titel	What Do North American Babies Hear? A Large-Scale Cross-Corpus Analysis
Quelle	In: Developmental Science, 22 (2019) 1, (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bergelson, Elika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12724
Schlagwörter	Infants; Toddlers; Speech Communication; Age Differences; Gender Differences; Mothers; Parent Background; Educational Attainment; Adults; Child Development; Environmental Influences + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Infants; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Kindesentwicklung; Environmental influence; Umwelteinfluss
Abstract	A range of demographic variables influences how much speech young children hear. However, because studies have used vastly different sampling methods, quantitative comparison of interlocking demographic effects has been nearly impossible, across or within studies. We harnessed a unique collection of existing naturalistic, day-long recordings from 61 homes across four North American cities to examine language input as a function of age, gender, and maternal education. We analyzed adult speech heard by 3- to 20-month-olds who wore audio recorders for an entire day. We annotated speaker gender and speech register (child-directed or adult-directed) for 10,861 utterances from female and male adults in these recordings. Examining age, gender, and maternal education collectively in this ecologically valid dataset, we find several key results. First, the speaker gender imbalance in the input is striking: children heard 2-3× more speech from females than males. Second, children in higher-maternal education homes heard "more" child-directed speech than those in lower-maternal education homes. Finally, our analyses revealed a previously unreported effect: the proportion of child-directed speech in the input increases with age, due to a "decrease" in adult-directed speech with age. This large-scale analysis is an important step forward in collectively examining demographic variables that influence early development, made possible by pooled, comparable, day-long recordings of children's language environments. The audio recordings, annotations, and annotation software are readily available for reuse and reanalysis by other researchers. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01