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).

项目概要 本行政补充文件将支持学士学位后研究员胡安·隆多尼奥 (Juan Londoño) 获得 通过指导领导一个表征双语语言输入的项目进行研究培训 以及生育有听力损失的儿童。该补充文件以母版 R01 (DC018542) 为基础， 收集客观的纵向数据来捕捉听力损失儿童 (HL) 的声音互动。 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。包含 学前班教室中患有 HL 的儿童和典型听力 (TH) 的同龄人是一项国家标准，但它 尚不清楚早期与同龄人和老师的声音互动对语言有何贡献 HL 儿童及其 TH 同龄人的发展。母版 R01 采用的计算模型为 儿童的位置和方向，以指示儿童何时与同龄人进行社交接触，以及 老师们。为了补充主要项目分析，家长 R01 将课堂演讲描述为 英语和西班牙语通过利用抗噪声自动语音识别工具，但可靠性 这些工具仍有待评估。本补充文件的目标是 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) 评估自动化语言的可靠性 与专家注释相比，注释工具。胡安·隆多尼奥 (Juan Londoño)，补充实习生将 主要专家语言识别注释器（英语-西班牙语）。语言识别 将在 LENA 识别的儿童发声和成人（教师）片段上执行注释 发声以获得对英语和西班牙语儿童听到和产生的声音的单独估计 与同龄人和老师。隆多尼奥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编写以及 儿童双语和听力损失的交叉点。由于补充研究的重点是 描述学前班教室中儿童说英语和/或的双语体验 隆多尼奥先生精通西班牙语，他的双语能力对于项目的成功完成至关重要。 补充剂为他提供的培训将帮助他实现他的长期目标 开展专注于改善儿童语言发展成果的独立研究 患有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： 扩展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）；并发展他的 对不同人群进行研究的领导能力（目标 3）。