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 这份行政副刊将支持毕业后研究员胡安·隆多尼奥获得 通过具有双语输入特点的项目的指导性领导进行研究性培训 以及生产听力损失的儿童。本附录建立在父R01(DC018542)的基础上 收集客观的、纵向的数据，以捕捉听力损失(HL)儿童的发声互动。 即使植入了人工耳蜗，HL也是一种改变生活的疾病，社会成本很高。包括以下内容 患有HL的儿童和通常在学龄前教室里听到同龄人的声音是国家标准，但它 尚不清楚早期与同龄人和老师的语音互动对语言的贡献 儿童霍奇金淋巴瘤及其同龄人的发育。父R01采用以下计算模型 儿童位置和方向，以指示儿童何时与他们的同龄人进行社交接触，以及 老师们。作为对初级项目分析的补充，家长R01将课堂演讲的特征描述为 通过利用噪音强大的自动语音识别工具来使用英语和西班牙语，但 这些工具仍有待评估。本补编的目标是a)进行专家(手册) R01录音的语言标注用于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 与专家批注相比，批注工具。胡安·隆多诺，《副刊实习生》将成为 主要专家语言标识注释器(英语-西班牙语)。语言识别 将对Lena确定的儿童发声和成人发声(教师)片段进行注释 发声以获得对英语和西班牙语儿童所听到和所发出的声音的单独估计 和同龄人和老师在一起。隆多诺先生的培训将在自动化工具的选择方面进行指导， 可靠性测量的计算，研究统计结果的解释和撰写，以及 儿童双语能力与听力损失的交集。由于《副刊》的研究重点是 描述学龄前儿童说英语和/或在课堂上使用双语的经历 除了西班牙语，Londoño先生的双语技能对项目的成功完成至关重要。 副刊为他提供的培训将帮助他实现他的长期目标 开展以改善儿童语言发展成果为重点的独立研究 听力损失和其他高危人群。为了支持这一长期目标，隆多尼奥先生将 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)；提高他的音频处理和定量分析技能(目标2)；发展他的 在不同人群中开展研究的领导能力(目标3)。