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.

项目总结/摘要 言语声音障碍（speech sound disorder，SSD）是一种高发病率的发育性残疾，可导致长期的负面影响 对学业和职业成就的影响。虽然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的挑战大大加剧， 与来自多语言背景的客户合作。临床医生评估双语儿童必须避免过度- 诊断疾病的情况下，更好地表征为差异，同时也防止诊断不足 在双语人群中的SSD。减少误诊的需要在以下情况下尤为迫切： 未充分研究的语言组合：语言根据其类型学特性而不同地相互作用， 并且通过关注一小部分相对有据可查的案例（例如，西班牙语-英语），我们冒着到达 一种过于狭隘的双语语言发展和障碍模型。通过研究儿童获得 牙买加克里奥尔语（JC）和英语，这一提议不仅有利于服务不足的人口（华盛顿， 2012年），但也将扩大理论和经验知识基础，指导临床管理， 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 在言语感知的背景下向理解双语发展迈进（例如，科廷·普里米尔 例如，2011年），一个等效的理论模型是缺乏双语生产。我们建议建立双语模式 使用发音图（[A-map];麦卡利斯特等人，2016年）。虽然最初 在单语语境中提出的A-map模型间接地假定了一种可能的解释机制， 平行发展的两种语言的语音产生清单之间的相互作用（Stoehr等人， 2018年）。这项研究的长期目标是在理论上连贯地理解言语是如何 双语学习者与单语学习者的产出发展不同，目标是提高 双语学习者的诊断标记。使用基于转录的准确性和可变性测量 在重复的制作中，我们将在学龄前儿童的样本中测试A图模型的预测。 双语儿童获得JC和英语，以及匹配的单语英语样本。 基于声学和转录的可变性测量的相对贡献的统计建模 和准确性将被用来确定最佳的诊断标准双语JC-英语发言者。见解 从JC-英语双语者可以推广到其他情况下的克里奥尔语及其变形语言的习得 (e.g.,海地克里奥尔语和法语），两种语言有广泛的同源词（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人英语）。数据我们 在这项探索性研究中产生的将（1）满足记录语音产生准确性和可变性的需要， 一个研究不足的双语人口，（2）支持一个连续的研究，以发展筛选和 诊断评估协议，将减少误诊的SSD双语儿童。