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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

基本信息

批准号：
10689398
负责人：
Karla N Washington
金额：
$ 4.88万
依托单位：
UNIVERSITY OF TORONTO
依托单位国家：
美国
项目类别：
财政年份：
2019
资助国家：
美国
起止时间：
2019-07-15 至 2023-12-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10689398
关键词：
Characterizing Bilingual Speech Sound Production

项目摘要

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.

项目概要/摘要言语障碍（SSD）是一种高发性发育障碍，可能导致长期负面影响对学业和职业成就的影响。尽管 SSD 的影响可以通过以下方式减轻：基于证据的干预措施，诊断和管理 SSD 的挑战会大大加剧与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评估在更好地描述差异的情况下诊断疾病，同时防止诊断不足 SSD 在双语人群中的应用。在以下情况下，减少误诊的需求尤为紧迫研究不足的语言组合：语言根据其类型属性进行不同的交互，通过关注一小部分记录相对充分的案例（例如西班牙语-英语），我们可能会得出以下结果：双语言语发展和障碍的过于狭隘的模型。通过研究儿童获得牙买加克里奥尔语 (JC) 和英语，这项提案不仅有利于服务不足的人群（华盛顿、 2012），同时也将拓宽指导临床管理的理论和经验知识基础双语环境中的言语发展和障碍。尽管最近的心理语言学模型已经表明在理解言语感知背景下的双语发展方面取得了长足进步（例如，PRIMIR、Curtin 等人，2011），双语生产缺乏等效的理论模型。我们建议建立双语模型使用发音图进行言语发展（[A-map]；McAllister Byun 等人，2016）。虽然最初 A-map 模型在单语环境中提出，间接提出了一种可能的机制来解释并行发展的两种语言的语音产生库之间的相互作用（Stoehr 等人， 2018）。这项研究的长期目标是从理论上对语音如何进行连贯的理解。双语学习者与单语学习者的产出开发有所不同，其目标是开发改进的双语学习者的诊断标记。使用基于转录的准确性和变异性测量通过重复制作，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学习 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和准确性将用于确定双语 JC-英语使用者的最佳诊断标准。见解来自 JC-英语双语者的研究可以推广到克里奥尔语及其词法语言习得的其他情况（例如，海地克里奥尔语和法语），两种具有广泛同源词的语言（例如，西班牙语和加泰罗尼亚语），甚至一种语言的不同方言（例如标准英语和非裔美国英语）。我们的数据在这项探索性研究中生成的结果将 (1) 满足记录语音生成准确性和可变性的需要未得到充分研究的双语人群，以及 (2) 支持一系列研究以开展筛查和诊断评估协议将减少双语儿童 SSD 的误诊。