New investigators

We are an international group of students and post-docs using the LENA System or other daylong (audio, video) recordings in their research. On our our monthly conference calls, we discuss recent relevant literature and provide each other with feedback and support. We also liaise with the larger DARCLE community and discuss how their work might relate to our own. The DARCLE New Investigator group is a growing community. We welcome new members and ideas about how this group can engage novice researchers using the daylong recordings and the LENA System. To learn more about what our members are working on, please visit their sites. To join, please contact Gina Pretzer at gpretzer [at] ucmerced.edu.



click here to download all of the papers as Noam Chomsky (or noam > chomsky).

Next meeting

Wednesday, October 11th, 2017, 8:00AM (PDT)/11:00AM (EDT)

Reading:
(no reading for this session)
TOPIC: We will have a discussion on methods for choosing analyzable speech. In datasets this size, we can't analyze everything. How should we choose what parts to code? How do we report those methods in the writeup? How comparable are the different methods in use? Specifically, I am asking that you come to the meeting with either 1) your own methodological practices or 2) one or two that you've read about in the literature.

Summary of previous meetings:


Highlights from September 2017:
Reading: Ramirez-Esparza, N., Garcia-Sierra, A., & Kuhl, P. (2017). Look who's talking NOW! Parentese speech, social context, and language development across time. Frontiers in Psychology, 8, DOI: 10.3389/fpsyg.2017.01008
Highlights from August 2017:
Reading: Richards, J., Gilkerson, J., Xu, D., & Topping, K. (2017). How much do parents think they talk to their child? Journal of Early Intervention, DOI:10.1177/105381511714 567
Highlights from July 2017:
Reading: Rankine, J., Li, E., Lurie, S., Rieger, H., Fourie, E., Siper, P. M., ... & Kolevzon, A. (2017). Language ENvironment Analysis (LENA) in Phelan-McDermid Syndrome: Validity and Suggestions for Use in Minimally Verbal Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47(6), 1605-1617. doi:10.1007/s10803-017-3082-8
Highlights from June 2017:
Reading: Weisleder, A. & Fernald, A. (2013). Talking to children matters early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152. doi.org/10.1177/0956797613488145
Highlights from May 2017:
Reading: Tamis-Lemonda, C. S., Kuchirko, Y., Luo, R., Escobar, K., & Bornstein, M. H. (2017). Power in methods: language to infants in structured and naturalistic contexts. Developmental Science, pp. 1-14. doi: 10.1111/desc.12456
Highlights from April 2017:
Reading: Chin, I., Goodwin, M., Vosoughi, S., Roy, D., & Naigles, L. (2017). Dense home-based recordings reveal typical and atypical development of tense/aspect in a child with delayed language development. Journal of Child Language, 1-34. [ PDF ] [ link to journal]

Highlights from March 2017:
Reading: Beckman, M., Plummer, A., Munson, B., & Reidy, P. (2017). Methods for eliciting, annotating, and analyzing databases for child speech development. Computer Speech & Language. [Link to preprint]

Highlights from February 2017:
Reading:
Ramírez-Esparza, N., Garcia-Sierra, A. & Kuhl, P. K. (2016). The Impact of Early Social Interactions on Later language Development in Spanish-English Bilingual Infants. Child Development. doi:10.1111/cdev.12648 [LINK]
Highlights from December 2016:
Reading:
Marina Kalashnikova, M. & Burnham, D. (working paper). Infant directed speech from 7 to 18 months: Same qualities but different didactic functions. Available on ResearchGate HERE
Highlights from November 2016:
Reading:
Wood, C., Diehm, E. A., & Callender, M. F. (2016). An Investigation of Language Environment Analysis Measures for Spanish-English Bilingual Preschoolers From Migrant Low-Socioeconomic-Status Backgrounds. Language, Speech & Hearing Services in Schools, 47(2), 123-134. DOI: 10.1044/2015_LSHSS-14-0115
Highlights from October 2016:
Reading:
Woynaroski, T., Oller, D.K., Keceli-Kaysili, B., Xu, D., Richards, J.A., Wilkerson, J., Gray, S., Yoder, P. (2016) The Stability and Validity of Automated Vocal Analysis in Preverbal Preschoolers with Autism Spectrum Disorder. Autism Research. DOI: 10.1002/aur.1667
Highlights from September 2016:
Reading:
Pae, S., Yoon, H., Seol, A., Gilkerson, J., Richards, J., Ma, L., & Topping, K. (2016). Effects of feedback on parent-child language with infants and toddlers in Korea. First Language, DOI: 10.1177/0142723716649273
Highlights from August 2016:
Reading:
Charron, C., Fitzpatrick, E., McSweeney, E., Rabjohn, K., Somerville, R., & Steacie, P. (2016). Language ENvironment Analysis (LENA) with children with hearing loss: A clinical pilot. Canadian Journal of Speech-Language Pathology and Audiology, 40(1), 93-104. LINK

Highlights from July 2016:
Reading:
Marchman, V. A., Martinez, L. Z., Hurtado, N., Grueter, T., & Fernald, A. (2016). Caregiver talk to young Spanish-English bilinguals: comparing direct observation and parent-report measures of dual-language exposure. Developmental Science, 1-13. DOI: 10.1111/desc.12425

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