Word Learning in Bilingual Typical and Late Talking Children: The Role of Meaning and Input
Dual Language Input, Semantic Structure and Word Learning in Typically Developing and Late Talking Bilingual Children
The goal of this clinical trial is to understand how different types of word categories, along with the language children hear from their parents, support bilingual toddlers' word learning. This study will address two main questions: (1) How are the words toddlers know related to the words their parents use? and (2) How does what toddlers already know help them learn new words in two languages? The investigators will compare bilingual toddlers with typical development to those with language delay to determine whether they learn new words in similar ways.
Children's vocabulary knowledge will be assessed using standardized parent-report checklists. To examine how different types of categories support learning, the study will focus on two early-acquired categories: animals and clothing. The investigators will compare what parents report about their children's vocabulary with how children learn new words within each category.
To understand the role of parent input, children and their parents will engage in shared book reading and play activities using materials from one of the target categories. Parent-child interactions will be video recorded. Children will also complete an eye-tracking task in which they learn new words in two languages within the same category.
Visão geral do estudo
Status
Intervenção / Tratamento
Tipo de estudo
Inscrição (Estimado)
Estágio
- Não aplicável
Contactos e Locais
Locais de estudo
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Massachusetts
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Boston, Massachusetts, Estados Unidos, 02215
- Recrutamento
- Boston University
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Contato:
- Kimberly Crespo, PhD, CCC-SLP
- Número de telefone: (617) 358-0790
- E-mail: kcrespo@bu.edu
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Investigador principal:
- Kimberly Crespo, PhD, CCC-SLP
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Critérios de participação
Critérios de elegibilidade
Idades elegíveis para estudo
- Filho
Aceita Voluntários Saudáveis
Descrição
Inclusion Criteria:
- At least 10% exposure to both English and Spanish or at least 90% exposure to English and another language
Exclusion Criteria:
- Hearing impairment
- Uncorrected visual impairment
- Neurological impairment
- Genetic syndromes
- Neurodevelopmental disabilities (e.g. autism)
- More than 10% exposure to a language other than English or Spanish
Plano de estudo
Como o estudo é projetado?
Detalhes do projeto
- Finalidade Principal: Ciência básica
- Alocação: Randomizado
- Modelo Intervencional: Atribuição Paralela
- Mascaramento: Nenhum (rótulo aberto)
Armas e Intervenções
Grupo de Participantes / Braço |
Intervenção / Tratamento |
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Experimental: Toddlers with typical language development
Children who have typical vocabulary sizes and do not have a history of hearing or vision impairment, neurodevelopmental disorders, or neurological or cognitive delays/disorders.
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Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about animals and play with animal toy sets. Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about clothes and play with toy sets that include clothing. |
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Experimental: Toddlers with language delay
Children whose vocabulary size is atypically small for their age in the absence of hearing impairment, neurodevelopmental disorders, or other cognitive delays.
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Participants will learn new words that refer to objects that belong to a category from which toddlers know many words (i.e., animals). They will learn new animal words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about animals and play with animal toy sets. Participants will learn new words that refer to objects that belong to a category from which toddlers know few words (i.e., clothing). They will learn new clothing words in two different language conditions: a single language context and a dual language context. In the single language context, they will learn new English-like words in a learning environment where they only hear one language (i.e., English). In the dual language context, they will learn new English-like and Spanish-like words in a learning environment where they only hear both languages. Participants and their parents will also read books about clothes and play with toy sets that include clothing. |
O que o estudo está medindo?
Medidas de resultados primários
Medida de resultado |
Descrição da medida |
Prazo |
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Word learning
Prazo: Day 1
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The researchers will assess learning through participants' looking behavior via experimental eye-tracking paradigms.
Specifically, the researchers will measure how accurately and quickly participants look to the target object after hearing its name.
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Day 1
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Vocabulary Network Properties
Prazo: Day 1
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The researchers will characterize participants' vocabulary size and structure using the MacArthur-Bates Communicative Development Inventories (MB-CDI).
Vocabulary size will be calculated using the raw number of words produced (range: 0-680 words) and their age-matched percentile score from the MB-CDI (range: 0-100).
Higher scores indicate larger vocabulary sizes.The researchers will also calculate how many words each participant knows in in two categories on the MB-CDI (i.e., animals [0-43 words] and tools [0-28 words]) across the languages they are learning (i.e., English and Spanish).
Network properties may include the number of words in a category and the number of connections between words in a category.
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Day 1
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Parent Language Input
Prazo: Day 1
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The researchers will calculate the number of words the parent says to their child during book reading and toy play activities.
Language input will be defined as the total number of nouns and verbs (tokens) and the number of unique nouns and verbs (types).
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Day 1
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Colaboradores e Investigadores
Patrocinador
Datas de registro do estudo
Datas Principais do Estudo
Início do estudo (Real)
Conclusão Primária (Estimado)
Conclusão do estudo (Estimado)
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Enviado pela primeira vez
Enviado pela primeira vez que atendeu aos critérios de CQ
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Atualizações de registro de estudo
Última Atualização Postada (Real)
Última atualização enviada que atendeu aos critérios de controle de qualidade
Última verificação
Mais Informações
Termos relacionados a este estudo
Palavras-chave
Outros números de identificação do estudo
- K23DC022006 (Concessão/Contrato do NIH dos EUA)
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