Characteristics of Prelinguistic Vocalizations that Facilitate Social Feedback

促进社会反馈的前语言发声的特征

• 批准号: 8512136
• 负责人: MICHAEL H GOLDSTEIN
• 金额: $ 8万
• 依托单位: CORNELL UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-04-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8512136
• 关键词: Acoustics; Adult; Affect; Animal Communication; Auditory; Autistic Disorder; Behavior; Behavioral; Birth; Caregivers; Characteristics; Child; Child Care; Child Development; Communication; Communications Media; Crying; Cues; Development; Down Syndrome; Educational process of instructing; Feedback; Fostering; Growth; Human; Individual; Infant; Infant Behavior; Intervention; Laboratories; Language; Language Development; Learning; Life; Mammals; Measures; Methods; Parents; Participant; Pattern; Play; Population; Production; Provider; Reaction; Reaction Time; Recording of previous events; Research; Risk; Role; Signal Transduction; Simulate; Social Environment; Social Interaction; Specific qualifier value; Speech; Speech Development; Staging; Stimulus; System; Testing; Time; To specify; Visual; Work; caregiving; design; developmental disease; experience; flexibility; improved; public health relevance; response; social; sound; tool; vocal learning; vocalization

DESCRIPTION (provided by applicant): The proposed research will investigate the development of communication between prelinguistic infants and caregivers to better understand how early social interactions facilitate language learning. The PI's past research has shown that caregivers' contingent responses to prelinguistic vocalizations (i.e. babbling) have both immediate and long-term facilitative effects on infants' speech and language development. Despite the importance of early caregiver responses for infant learning, the characteristics of infant vocalizations that influence caregiver responsiveness are unknown. The proposed studies utilize a playback paradigm, which is a method widely used in studies of animal communication. In a playback paradigm, prerecorded auditory or visual signals are presented to an individual, whose reaction is measured. As applied to human communicative development, caregivers will react to prerecorded audiovisual playbacks of unfamiliar infants' vocalizations and actions. The acoustic qualities of infants' vocalizations will be manipulated to systematically examine their effects on the responses of adults. Project 1 will develop several response measures and validate the playback paradigm as a measure of parental behavior. To assess the validity of the response measures, parents' reactions to the playback stimuli will be compared with their responses to their own infants during play. Next, the playback paradigm will be used to specify the acoustic features of prelinguistic vocalizations that elicit parents' responses. Project 2 will assess the role of caregiving experience on responsiveness. First, adults with varying levels of caregiving experience will be tested in the playback paradigm. The responsiveness of childless adults with high or low levels of caregiving experience will be compared with that of parents with one or multiple children. Project 2 will also examine changes in maternal responsiveness across the birth transition. In many mammals, maternal responsiveness to the acoustic signals of young undergoes dramatic change around the time of birth, but the role of caregiver experience in responding to non-cry prelinguistic vocalizations has yet to be determined. The playback paradigm introduces a new experimental tool for research on early communicative development. By investigating the effects of prelinguistic vocalizations on caregivers' behavior, the proposed studies will improve our understanding of the function of immature sounds in constructing social interactions that facilitate advances in vocal learning. Assessing the ways in which early vocal learning is socially embedded is an important step in understanding the earliest stages of communication and language development. The playback paradigm could eventually be used to improve parent-infant communication in circumstances where early vocal development is disrupted, for example in Down syndrome or autism. By simulating interactions with infants whose vocal development is affected by developmental disorders, the playback paradigm could become a useful intervention tool.

描述（由申请人提供）：拟议的研究将调查前语言婴儿和看护者之间的交流的发展，以更好地了解早期社会互动如何促进语言学习。 PI过去的研究表明，护理人员对前语言发声（即Babbling）的偶然反应对婴儿的言语和语言发展具有直接和长期的促进作用。尽管早期护理人员反应对婴儿学习的重要性很重要，但影响护理人员反应性的婴儿发声的特征尚不清楚。拟议的研究利用了播放范式，这是一种广泛用于动物交流研究的方法。在播放范式中，将预先记录的听觉或视觉信号呈现给一个人，其反应是测量的。正如适用于人类交流发展的，看护人将对陌生婴儿的发声和行动的预录播放作出反应。婴儿发声的声学品质将被操纵，以系统地检查其对成年人反应的影响。项目1将制定多种响应措施，并验证播放范式作为父母行为的衡量标准。为了评估反应措施的有效性，将将父母对播放刺激的反应与他们在游戏过程中对自己的婴儿的反应进行比较。接下来，播放范式将用于指定引起父母反应的前语言发声的声学特征。项目2将 评估护理经验在响应能力中的作用。首先，在播放范式中将测试具有不同水平的护理经验的成年人。将照料经验水平高或低的无子女成年人与一个或多个孩子的父母的反应能力进行比较。项目2还将检查整个出生过渡的产妇反应性的变化。在许多哺乳动物中，孕产妇对年轻的声学信号的反应在出生时发生了巨大的变化，但是照料者经验在响应非克莱前语言发声方面的作用尚未确定。 播放范式引入了一种用于研究早期交流开发研究的新实验工具。通过调查前语言发声对看护人行为的影响，拟议的研究将提高我们对未成熟声音在构建社交互动方面的功能的理解，从而促进声音学习的进步。评估早期声音学习在社会上嵌入的方式是理解交流和语言发展的最早阶段的重要步骤。播放范式最终可以用来在破坏早期声音发展的情况下（例如唐氏综合症或自闭症中）来改善父母的沟通。通过模拟与发育发育受发展障碍影响的婴儿的互动，播放范式可以成为有用的干预工具。