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 言语发音障碍(SSD)是一种高发病率的发育障碍，可导致长期的负面影响 对学业和事业成就的影响。尽管固态硬盘的影响可以通过以下方式缓解 基于证据的干预措施，在以下情况下，诊断和管理SSD的挑战大大加剧 与来自多国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- 在更好地描述差异的情况下诊断疾病，同时也要防止漏诊 在双语人群中的SSD。在以下情况下，减少误诊的需要尤为迫切 研究不足的语言组合：语言的交互作用取决于它们的类型学属性， 通过专注于一小部分记录相对较好的案例(例如，西班牙语-英语)，我们可能会得出 一种过于狭隘的双语言语发展和障碍模型。通过研究儿童习得 牙买加克里奥尔语(JC)和英语，这项建议不仅有利于服务不足的人口(华盛顿州， 2012)，但也将拓宽指导临床管理的理论和经验知识基础 双语环境下的言语发展和障碍。尽管最近的心理语言学模型已经使 在理解言语感知背景下的双语发展方面的进步(例如，PRIMIR、Curtin 等人，2011)，对于双语生产来说，缺乏一个等效的理论模型。我们建议建立双语模型 使用植物地图的言语发展([A-MAP]；McAllister Byun等人，2016)。尽管最初 在单语语境下提出的A-MAP模型间接地提出了一种可能的机制来解释 平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年)。这项研究的长期目标是在理论上对言语如何 双语学习者和单语学习者的产出发展是不同的，目标是发展出更好的 双语学习者的诊断标记物。使用基于转录的准确性和可变性的度量 通过重复制作，我们将在学龄前儿童样本中检验A-MAP模型的预测 掌握JC和英语的双语儿童，以及匹配的说英语的单语样本。 基于声学和转录的可变性测量的相对贡献的统计模拟 精确度将被用来确定双语JC-英语使用者的最佳诊断标准。真知灼见 从JC-英语双语者可以概括到克里奥尔语及其词汇的习得的其他情况 (例如，海地克里奥尔语和法语)、具有广泛同源词的两种语言(例如，西班牙语和加泰罗尼亚语)，甚至 一种语言的不同方言(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将(1)满足记录语音产生的准确性和可变性的需要 研究不足的双语人群，以及(2)支持一系列研究，以开发筛选和 诊断评估方案，将减少对双语儿童SSD的误诊。