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Assessing language acquisition from parent-child interaction: An event-related potential study on perception of audio-visual cues in infancy
Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.ORCID iD: 0000-0001-7046-4917
Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.ORCID iD: 0000-0003-3981-2551
Stockholm University, Faculty of Humanities, Department of Linguistics, Phonetics.ORCID iD: 0000-0002-8036-516X
Stockholm University, Faculty of Humanities, Department of Linguistics, General Linguistics.ORCID iD: 0000-0002-7095-0525
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2013 (English)In: The Journal of the Acoustical Society of America, ISSN 0001-4966, Vol. 134, 4106Article in journal (Refereed) Published
Abstract [en]

This paper promotes a theory-driven model development of parent-child interaction. In our project, we identify, test, and simulate some of the fundamental components of speech,gestures, and social-emotional behaviors and the consequences they might have on child language development. Our theoretical position is part of the connectionist tradition; language acquisition is described to be an emergent consequence of the interplay between the infant and the ambient linguistic environment, including sensory information of all modalities. It is well known that speech comprehension and production are significantly influenced by the presence of co-speech gestures. These gestures may be articulatory in nature or hand/beat co-gestures that keep the rhythm of speech. However, since the extent of this integrated relationship is difficult to determine from behavioral research solely, studies addressing neural mechanisms that underlie cognitive processes and behaviors are of importance. This paper reports an electroencephalography/event-related potential (EEG/ERP) pilot study on children’s early perception of congruent versus incongruent audio-visual pairings (e.g., acoustic informationmatching vs not matching the articulation shown). Ultimately, it is our hope that understanding the integrated speech-gesture relationship may provide insights into how children allocate resources while speaking and help clinicians/teachers to better identify and treat children withdevelopmental disorders.

Place, publisher, year, edition, pages
2013. Vol. 134, 4106
National Category
Languages and Literature
Identifiers
URN: urn:nbn:se:su:diva-98393DOI: 10.1121/1.4831068OAI: oai:DiVA.org:su-98393DiVA: diva2:683686
Conference
The 166th Meeting of the Acoustical Society of America (ASA), San Francisco, California, 2-6 December 2013
Funder
Marcus and Amalia Wallenberg Foundation, MAW 2011.007
Available from: 2014-01-06 Created: 2014-01-06 Last updated: 2016-04-05Bibliographically approved

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Klintfors, EevaGustavsson, LisaSchwarz, Iris-CorinnaGerholm, ToveMarklund, Ulrika
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