Characterizing Bilingual Speech Sound Production in Jamaican Creole and English-Speaking Preschoolers

牙买加克里奥尔语和英语学龄前儿童双语语音声音产生的特征

• 批准号: 9978021
• 负责人: Karla N Washington
• 金额: $ 8.73万
• 依托单位: UNIVERSITY OF CINCINNATI
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-15 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9978021
• 关键词: Achievement; Acoustics; Address; Adult; African American; Categories; Child; Client; Clinical Management; Data; Development; Developmental Disabilities; Diagnosis; Diagnostic; Disease; Documentation; Equipment and supply inventories; Evidence based intervention; Genetic Transcription; Goals; Growth; Haitian; Incidence; Jamaican; Language; Maps; Measures; Modeling; Multilingualism; Nursery Schools; Pathologic; Pathologist; Population; Production; Property; Protocols documentation; Psycholinguistics; Publications; Publishing; Research; Risk; Sampling; Schools; Speech; Speech Development; Speech Disorders; Speech Perception; Speech Sound; Statistical Models; System; Target Populations; Testing; Theoretical model; Underachievement; Underserved Population; Vocabulary; Washington; Work; aged; base; bilingualism; career; cost; diagnostic biomarker; improved; insight; knowledge base; phonology; screening; social stigma; tool

Project Summary/Abstract Speech sound disorder (SSD) is a high-incidence developmental disability that can result in long-term negative impacts on academic and career achievement. Although the impacts of SSD can be mitigated through evidence-based interventions, the challenge of diagnosing and managing SSD is greatly exacerbated when working with clients from multilingual backgrounds. A clinician evaluating a bilingual child must avoid over- diagnosing disorder in cases better characterized as differences while also guarding against under-diagnosis of SSD in the bilingual population. This need to reduce misdiagnosis is particularly pressing in the context of under-studied language combinations: languages interact differently depending on their typological properties, and by focusing on a small set of relatively well-documented cases (e.g., Spanish-English), we risk arriving at an overly narrow model of bilingual speech development and disorders. By studying children acquiring Jamaican Creole (JC) and English, this proposal not only benefits an underserved population (Washington, 2012) but will also broaden the theoretical and empirical knowledge base for guiding clinical management of speech development and disorders in a bilingual context. Although recent psycholinguistic models have made strides toward understanding bilingual development in the context of speech perception (e.g., PRIMIR, Curtin et al., 2011), an equivalent theoretical model is lacking for bilingual production. We propose to model bilingual speech development using the Articulatory Map ([A-map]; McAllister Byun et al., 2016). Although initially proposed in a monolingual context, the A-map model indirectly posits a possible mechanism to explain interaction between the phonetic production inventories of two languages developing in parallel (Stoehr et al., 2018). The long-term goal of this research is to arrive at a theoretically coherent understanding of how speech production development differs in bilingual versus monolingual learners, with the goal of developing improved diagnostic markers for bilingual learners. Using transcription-based measures of accuracy and variability across repeated productions, we will test the predictions of the A-map model in a sample of preschool-aged bilingual children acquiring JC and English, as well as a matched monolingual English-speaking sample. Statistical modeling of the relative contributions of acoustic- and transcription-based measures of variability and accuracy will be used to identify the optimal diagnostic criteria for bilingual JC-English speakers. Insights from JC-English bilinguals could generalize to other cases of acquisition of a creole and its lexifier language (e.g., Haitian Creole and French), two languages with extensive cognates (e.g., Spanish and Catalan), or even divergent dialects of one language (e.g., Standard English and African American English). The data we generate in this exploratory study will (1) fill a need to document speech production accuracy and variability in an under-studied bilingual population, and (2) support a continuum of research to develop screening and diagnostic assessment protocols that will reduce misdiagnosis of SSD in bilingual children.

项目摘要/摘要 言语障碍（SSD）是一种高档发育障碍，可能导致长期负面 对学术和职业成就的影响。尽管SSD的影响可以通过 基于证据的干预措施，诊断和管理SSD的挑战会大大加剧 与来自多语言背景的客户合作。评估双语儿童的临床医生必须避免过度 诊断障碍在差异的情况下更好地表征了差异，同时避免了诊断不足 双语人群中的SSD。这种减少误诊的需求尤其是在 研究不足的语言组合：语言的相互作用不同，具体取决于其类型学特性， 通过专注于一组相对有证件的案例（例如，西班牙语），我们有可能达到 双语语音发展和疾病的过度狭窄模型。通过研究儿童获取 牙买加克里奥尔（JC）和英语，该提议不仅受益于服务不足的人口（华盛顿， 2012年），但还将扩大理论和经验知识库，以指导临床管理 语音发展和双语背景下的疾病。尽管最近的心理语言模型已经制造 在言语感知的背景下迈向理解双语发展的大步（例如，Primir，Curtin 等，2011），双语生产缺乏等效的理论模型。我们建议对双语建模 使用信号图的语音开发（[A-MAP]； McAllister Byun等，2016）。虽然最初 在单语环境中提出的A-MAP模型间接提出了一种可能的机制来解释 两种语言的语音生产清单之间的相互作用并行开发（Stoehr等， 2018）。这项研究的长期目标是对言语的理论一致地了解 生产开发在双语和单语学习者方面有所不同，其目的是改进 双语学习者的诊断标记。使用基于转录的准确性和可变性度量 在重复的作品中，我们将在学龄前儿童样本中测试A-MAP模型的预测 双语儿童获得JC和英语，以及匹配的单语英语样本。 基于声学和转录的变异性测量的相对贡献的统计模型 精度将用于确定双语JC-英语扬声器的最佳诊断标准。见解 从JC-英语双语者可以推广到其他获得克里奥尔语及其词法语言的情况 （例如，海地克里奥尔语和法语），两种具有广泛认知的语言（例如，西班牙和加泰罗尼亚语），甚至 一种语言的不同方言（例如，标准英语和非裔美国人英语）。我们的数据 在这项探索性研究中生成（1）填补了记录语音生产准确性和可变性的需求 研究不足的双语人群，以及（2）支持一系列研究，以发展筛查和 诊断评估方案将减少双语儿童中SSD的误诊。