Characterizing bilingual spoken language experiences in preschoolers with hearing loss

描述患有听力损失的学龄前儿童的双语口语体验

• 批准号: 10802499
• 负责人: DANIEL S MESSINGER
• 金额: $ 5.62万
• 依托单位: UNIVERSITY OF MIAMI CORAL GABLES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10802499
• 关键词: Administrative Supplement; Adult; Child; Child Development; Child Language; Cochlear implant procedure; Computer Models; Data; Development; Goals; Hearing; Intervention; Language; Language Development; Latino; Leadership; Life; Location; Manuals; Measures; Mentors; Methods; Noise; Nursery Schools; Outcome; Parents; Population Heterogeneity; Populations at Risk; Postbaccalaureate; Preschool Child; Production; Research; Research Personnel; Research Training; Speech; Statistical Study; Training; Writing; annotation system; automated speech recognition; bilingualism; cost; experience; hearing impairment; improved; knowledge base; peer; skills; social; social contact; teacher; tool; vocalization

Project Summary This Administrative Supplement will support post-baccalaureate researcher Juan Londoño to receive research training through mentored leadership of a project characterizing the bilingual language input and production of children with hearing loss. The Supplement builds on parent R01 (DC018542) that gathers objective, longitudinal data to capture the vocal interactions of children with hearing loss (HL). Even with cochlear implantation, HL is a life-altering condition with high social costs. Inclusion of children with HL and typically hearing (TH) peers in preschool classrooms is a national standard, but it is not clear how early vocal interaction with peers and teachers contributes to the language development of children with HL and their TH peers. The parent R01 employs computational models of child location and orientation to indicate when children are in social contact with their peers and teachers. To supplement primary project analyses, the parent R01 characterizes classroom speech as English and Spanish by harnessing noise-robust automatic speech recognition tools but the reliability of these tools remains to be assessed. The goal of the Supplement is a) to conduct expert (manual) language annotation of R01 audio recordings to determine the language of children and teachers’ vocalizations (i.e., English and Spanish) speech and b) assess the reliability of automated language annotation tools when compared to expert annotation. Juan Londoño, the Supplement trainee will be the primary expert language identification annotator (English-Spanish). Language identification annotation will be performed on LENA-identified segments of Child Vocalization and Adult (Teacher) Vocalization to obtain separate estimates of the English and Spanish children hear from and produce with peers and teachers. Mr. Londoño’s training will be mentored in the selection of automated tools, the calculation of reliability measures, the interpretation and write-up of study statistical results, and the intersection of children’s bilingualism and hearing loss. As the Supplement research focuses on characterizing the bilingual experiences in preschool classrooms in which children speak English and or Spanish, Mr. Londoño’s bilingual language skills are critical for the successful completion of the project. The training afforded to him by the Supplement will help him accomplish his long-term objective of conducting independent research focused on improving language development outcomes in children with hearing loss and other at-risk populations. In support of this long-term objective, Mr. Londoño will pursue three Supplement goals: Expand his knowledge base in bilingual development and hearing loss (Goal 1); enhance his audio processing and quantitative analysis skills (Goal 2); and develop his leadership abilities in conducting research with diverse populations (Goal 3).

项目摘要 这种行政补充剂将支持后库后研究人员胡安·隆多尼奥（JuanLondoño）接受 通过指导性领导的项目培训，该项目表征双语语言输入 和听力损失的儿童的生产。该补品建立在父级R01（DC018542）的基础上 收集客观的纵向数据，以捕获听力损失（HL）儿童的声音相互作用。 即使有耳蜗植入，HL还是一种改变生活的状况，具有较高的社会成本。包含 HL的孩子，通常在学龄前教室中听到（TH）的同龄人是国家标准的 尚不清楚与同龄人和老师对语言的贡献的早期互动 患有HL及其同龄人的儿童的成长。父母R01员工的计算模型 儿童位置和指示儿童何时与同龄人进行社交接触 老师。为了补充主要项目分析，父母R01字符课堂演讲为 英语和西班牙语通过利用噪声自动语音识别工具，但可靠性 这些工具仍有待评估。补充的目标是a）进行专家（手册） R01录音的语言注释，以确定儿童和教师的语言 发声（即英语和西班牙语）语音和b）评估自动语言的可靠性 注释工具与专家注释相比。 JuanLondoño，补充培训生将 主要的专家语言标识注释者（英语 - 西班牙语）。语言标识 注释将在儿童发声和成人（老师）的Lena识别段进行 发声以获得英语和西班牙儿童的单独估计，并收到并制作 与同龄人和老师。 Londoño先生的培训将在选择自动化工具时考虑 可靠性措施的计算，研究统计结果的解释和写入以及 儿童双语和听力损失的交集。随着补充研究的重点 描述孩子们会说英语和 /或 西班牙语，Londoño先生的双语语言技能对于成功完成该项目至关重要。 补充剂给他提供的培训将有助于他实现自己的长期目标 进行独立研究的重点是改善儿童的语言发展成果 听力损失和其他高危人群。为了支持这个长期目标，Londoño先生将 追求三个补充目标：扩大他在双语发展和听力损失方面的知识基础 （目标1）;增强他的音频处理和定量分析技能（目标2）；并发展他的 领导能力与潜水员人群进行研究（目标3）。