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Previous work has proposed that more frequent and more advanced child vocalizations may be a signal of increased fitness/well-being (see work by Locke and Oller – e.g., Locke, 2006 and Oller et al., 2019 – for additional background). However, this theoretical idea has not been tested empirically. This project will empirically test this, by studying the relationship between composite measures of child fitness/well-being and vocalization development in a sample of ~200 children from the Solomon Islands.

The present work examined canonical babbling ratios longitudinally as a measure of onset and consolidation of canonical babbling in two infants at risk of cerebral palsy (CP) between 5 and 16 months. Ten typically developing infants were included for comparison at 6, 9, 12, and 16–19 months. Canonical babbling ratios (CBRs) were calculated from 5-min segments, and follow-up diagnostic outcomes were collected between 24 and 33 months. The two infants at risk demonstrated low CBR growth trajectories compared to the typical infant group, and slightly different patterns of consolidation. The two infants at risk were later diagnosed with different levels of CP and speech impairment severity. All infants demonstrated greater variability than expected. Studying canonical babbling and other prelinguistic milestones in this population may inform our perspective of the involvement of the motor system in the vocal domain. Additional implications on the analysis of canonical babbling using all-day home recordings are discussed.

The present study analyzed lexical processing efficiency in Spanish-speaking English language learners (ELLs) and their monolingual English-speaking peers from kindergarten through second grade. Specifically, changes in the patterns of speed and accuracy on a rapid object-naming task were evaluated across languages for the ELL children and across the groups of children. Repeated measures analysis of variance demonstrated that ELL children have a rapid shift in language processing efficiency from Spanish to English by the end of kindergarten. Results also showed that by the end of kindergarten ELL children were slightly faster and more accurate in English compared with their monolingual peers. This work provides perspective on how lexical processing is impacted by the development of a dual lexical system. We discuss how lexical density, strength of lexical connections, and environmental constraints may influence this rapid shift in lexical processing efficiency for young Spanish-speaking ELL children.

A growing body of research emphasizes both endogenous and social motivations in human vocal development. Our own efforts seek to establish an evolutionary and developmental perspective on the existence and usage of speech-like vocalizations (“protophones”) in the first year of life. We evaluated the relative occurrence of protophones in 40 typically developing infants across the second-half year based on longitudinal all-day recordings. Infants showed strong endogenous motivation to vocalize, producing vastly more protophones during independent vocal exploration and play than during vocal turn taking. Both periods of vocal play and periods of turn-taking corresponded to elevated levels of the most advanced protophones (canonical babbling) relative to periods without vocal play or without turn-taking. Notably, periods of turn taking showed even more canonical babbling than periods of vocal play. We conclude that endogenous motivation drives infants’ tendencies to explore and display a great number of speech-like vocalizations, but that social interaction drives the production of the most speech-like forms. The results inform our previously published proposal that the human infant has been naturally selected to explore protophone production and that the exploratory inclination in our hominin ancestors formed a foundation for language.

Background Our goal was to assess for the first time early vocalizations as precursors to speech in audio-video recordings of infants with tuberous sclerosis complex (TSC). Methods We randomly selected 40 infants with TSC from the TSC Autism Center of Excellence Research Network dataset. Using human observers, we analyzed 74 audio-video recordings within a flexible software-based coding environment. During the recordings, infants were engaged in developmental testing. We determined syllables per minute (volubility), the number of consonant-vowel combinations, such as ‘ba’ (canonical babbling), and the canonical babbling ratio (canonical syllables/total syllables) and compared the data with two groups of typically developing (TD) infants. One comparison group's data had come from a laboratory setting, while the other's had come from all-day Language Environment Analysis recordings at home. Results Compared with TD infants in laboratory and all-day Language Environment Analysis recordings, entry into the canonical babbling stage was delayed in the majority of infants with TSC, and the canonical babbling ratio was low (TD mean = 0.346, SE = 0.19; TSC mean = 0.117, SE = 0.023). Volubility level in infants with TSC was less than half that of TD infants (TD mean = 9.82, SE = 5.78; TSC mean = 3.99, SE = 2.16). Conclusions Entry into the canonical stage and other precursors of speech development were delayed in infants with TSC and may signal poor language and developmental outcomes. Future studies are planned to assess prediction of language and developmental outcomes using these measures in a larger sample and in more precisely comparable recording circumstances.

Human infant vocalization is viewed as a critical foundation for vocal learning and language. All apes share distress sounds (shrieks and cries) and laughter. Another vocal type, speech-like sounds, common in human infants, is rare but not absent in other apes. These three vocal types form a basis for especially informative cross-species comparisons. To make such comparisons possible we need empirical research documenting the frequency of occurrence of all three. The present work provides a comprehensive portrayal of these three vocal types in the human infant from longitudinal research in various circumstances of recording. Recently, the predominant vocalizations of the human infant have been shown to be speech-like sounds, or ‘protophones’, including both canonical and non-canonical babbling. The research shows that protophones outnumber cries by a factor of at least five based on data from random-sampling of all-day recordings across the first year. The present work expands on the prior reports, showing the protophones vastly outnumber both cry and laughter in both all-day and laboratory recordings in various circumstances. The data provide new evidence of the predominance of protophones in the infant vocal landscape and illuminate their role in human vocal learning and the origin of language. This article is part of the theme issue ‘Vocal learning in animals and humans’.

배경 및 목적: 음절성 옹알이의 출현은 생후 1년 동안 점진적으로 습득해가는 말산출 능력에 있어서 가장 중요한 발달을 의미한다. 본연구는 아동의 자연스런 가정 환경에서 하루 동안 수집된 발성 자료를 토대로 4-9개월 한국 아동의 음절성 옹알이의 발달을 자세히 살펴보고자 하였다. 방법: 주양육자의 보고에 따라 출생 전-중-후와 발달상의 문제가 없었던 생후...

A growing body of research emphasizes both endogenous and social motivations in human vocal development. Our own efforts seek to establish an evolutionary and developmental perspective on the existence and usage of speech-like vocalizations (“protophones”) in the first year of life. We evaluated the relative occurrence of protophones in 40 typically developing infants across the second-half year based on longitudinal all-day recordings. Infants showed strong endogenous motivation to vocalize, producing vastly more protophones during independent vocal exploration and play than during vocal turn taking. Both periods of vocal play and periods of turn-taking corresponded to elevated levels of the most advanced protophones (canonical babbling) relative to periods without vocal play or without turn-taking. Notably, periods of turn taking showed even more canonical babbling than periods of vocal play. We conclude that endogenous motivation drives infants’ tendencies to explore and display a great number of speech-like vocalizations, but that social interaction drives the production of the most speech-like forms. The results inform our previously published proposal that the human infant has been naturally selected to explore protophone production and that the exploratory inclination in our hominin ancestors formed a foundation for language.

There is a growing body of research emphasizing the role of social and endogenous motivations in human development. The present study evaluated canonical babbling across the second-half year of life using all-day recordings of 98 children with typical or elevated likelihoods of autism i.e., at “low risk” or “high risk”, respectively. Canonical babbling ratios (CBRs) were calculated from human coding along with Likert-scale ratings on vocal turn taking and vocal play in each segment. We observed no main effect of risk on CBRs. CBRs were significantly elevated during high vocal play. High turn taking yielded a weaker significant effect. We conclude that both social and endogenous motivations may drive infants’ tendencies to produce their most advanced vocal forms.

Human languages are symbolic. If we accept a broadly gradualist account of evolution, forerunners of the symbolism found in human languages should be observable in our closest relatives. After intensive training by humans, animals as different as great apes, dogs, sea lions, parrots, and dolphins have been shown to be able to learn, and in some cases to use, linguistic symbols with both humans and conspecifics. However, there is an absence of convincing and widely accepted evidence for symbolism in the use by non-human animals of natural communication systems in the wild. In addressing this apparent paradox, we provide definitions of fundamental differences between human symbolism and non-human communication systems and discuss foundational capacities for symbolism in non-humans. We argue that animal signals sometimes thought to resemble symbols are more likely (as proposed by Darwin) emotional expressions. We offer arguments about the evolutionary pressures that may have led to increasingly complex communication in the hominin line.

Early human infant vocalization is viewed as forming not only a critical foundation for vocal learning of language, but also a crucial realm of communication affecting emotional and social development. Although speech-like sounds are rare or absent in other ape infants, they share distress sounds (shrieks and cries) and laughter with humans, forming a potential basis for especially informative cross-species comparisons as well as potential insights regarding usage and learning of vocal sounds. A fundamental need to make such comparisons possible is empirical research to document frequency of occurrence of vocalizations of various types in natural environments.The present work focuses on laughter in the human infant, a topic that has been viewed by many as a key factor in social development for humans and other apes. Yet we know of no research quantifying frequency of occurrence of human infant laughter in natural environments across the first year. In the past two decades it has been shown that the predominant vocalizations of the human infant are “protophones”, the precursor sounds to speech. Longitudinal research has indicated unambiguously that protophones outnumber cries by a factor of at least five based on data from random-sampling of all-day recordings across the whole first year. The present work expands on the prior reports by reporting data showing that human infant laughter occurs even more rarely than cry in all-day recordings. Yet laughter is clearly a salient and important aspect of social development. We reason about the dominance of protophones in the infant vocal landscape in light of their role in illuminating human vocal learning and the origin of language.

A key feature of vocal ontogeny in a variety of taxa with extensive vocal repertoires is a developmental pattern in which vocal exploration is followed by a period of category formation that results in a mature species-specific repertoire. Vocal development preceding the adult repertoire is often called ‘babbling’, a term used to describe aspects of vocal development in species of vocal-learning birds, some marine mammals, some New World monkeys, some bats and humans. The paper summarizes the results of research on babbling in examples from five taxa and proposes a unifying definition facilitating their comparison. There are notable similarities across these species in the developmental pattern of vocalizations, suggesting that vocal production learning might require babbling. However, the current state of the literature is insufficient to confirm this suggestion. We suggest directions for future research to elucidate this issue, emphasizing the importance of (i) expanding the descriptive data and seeking species with complex mature repertoires where babbling may not occur or may occur only to a minimal extent; (ii) (quasi-)experimental research to tease apart possible mechanisms of acquisition and/or self-organizing development; and (iii) computational modelling as a methodology to test hypotheses about the origins and functions of babbling.This article is part of the theme issue ‘Vocal learning in animals and humans’.

Both vocalization and gesture are universal modes of communication and fundamental features of language development. Many believe that language evolved out of early gestural use; however, evidence reported here suggests vocalization precedes gesture in human communication and forms the predominant foundation for language. To our knowledge no prior research has investigated the rates of emergence of both gesture and vocalization in human infants to evaluate this question. We evaluated the rates of gesture and speech-like vocalizations (protophones) of 10 infants at 4, 7, and 11 months of age using parent-infant laboratory recordings. We found that infant protophones outnumbered gestures substantially at all three ages, ranging from >30 times more protophones than gestures at 3 months, to more than twice as many protophones as gestures at 11 months. The results suggest that vocalization is the predominant mode of communication in human infants from the beginning of life.

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Aims and objectives:We know little about how the rate of speaking develops in bilingual children. The purpose of the current investigation was to explore the second language (L2) articulation rate in Spanish-English bilingual kindergarten children, and to compare the rates with those of monolingual English-speaking peers.Method/design:We performed a group-level, longitudinal study comparing articulation rates in two language groups (monolingual and bilingual).Data and analysis:Sixty-two monolingual English-speaking children and 62 Spanish-English bilingual peers repeated English-based nonwords of two-, three-, and four-syllable length; half contained complex syllable constructions (i.e., consonant clusters). Accuracy was treated as a measure of phonological knowledge. Articulatory duration for each nonword production was calculated, and duration measures were converted to syllables per second. English standardized vocabulary and phonological processing tests also were administered. Follow-up analyses compared a subsample of 19 Spanish-dominant children to 19 monolingual peers with relatively high language performance.Results:Bilingual children’s scores were significantly lower than those of their monolingual peers for English vocabulary, nonword repetition accuracy, and phonological processing. Despite this discrepancy, there was no statistically significant difference in the articulation rates of the two language groups either at the beginning or end of kindergarten. Nonwords with more frequent English phonological patterns were produced faster than nonwords with less frequent phonological patterns. Despite their increase in English language skills across the school year, neither language group experienced accompanying differences in articulation rate.Conclusions:These results demonstrate that Spanish-English bilingual children’s articulation rate while repeating nonwords of various length and complexity is similar to that of monolingual children’s, despite the bilingual children’s limited English phonological knowledge as measured by nonword repetition accuracy and sound matching. This runs contrary to expectations based on mainstream models that rely on frequency effects. We speculate that bilingual performance might be related to peer influences secondary to L2 immersion.

Canonical babbling (CB) is critical in forming foundations for speech. Research has shown that the emergence of CB precedes first words, predicts language outcomes, and is delayed in infants with several communicative disorders. We seek a naturalistic portrayal of CB development, using all-day home recordings to evaluate the influences of age, language, and social circumstances on infant CB production. Thus we address the nature of very early language foundations and how they can be modulated. This is the first study to evaluate possible interactions of language and social circumstance in the development of babbling. We examined the effects of age (6 and 11 months), language/culture (English and Chinese), and social circumstances (during infant-directed speech [IDS], during infant overhearing of adult-directed speech [ADS], or when infants were alone) on canonical babbling ratios (CBR = canonical syllables/total syllables). The results showed a three-way interaction of infant age by infant language/culture by social circumstance. The complexity of the results forces us to recognize that a variety of factors can interact in the development of foundations for language, and that both the infant vocal response to the language/culture environment and the language/culture environment of the infant may change across age.

Both vocalization and gesture are universal modes of communication and fundamental features of language development. The gestural origins theory proposes that language evolved out of early gestural use. However, evidence reported here suggests vocalization is much more prominent in early human communication than gesture is. To our knowledge no prior research has investigated the rates of emergence of both gesture and vocalization across the first year in human infants. We evaluated the rates of gestures and speech-like vocalizations (protophones) in 10 infants at 4, 7, and 11 months of age using parent-infant laboratory recordings. We found that infant protophones outnumbered gestures substantially at all three ages, ranging from >35 times more protophones than gestures at 3 months, to >2.5 times more protophones than gestures at 11 months. The results suggest vocalization, not gesture, is the predominant mode of communication in human infants in the first year.

Receptive standardized vocabulary scores have been found to be much higher than expressive standardized vocabulary scores in children with Spanish as L1, learning L2 (English) in school (Gibson et al., 2012). Here we present evidence suggesting the receptive-expressive gap may be harder to evaluate than previously thought. We compared the performance of 116 six-year-old Spanish–English bilingual children in the US to 30 monolingual Spanish-speaking peers in Mexico across two Spanish-language standardized picture naming tests and one standardized picture pointing test. The performance of 134 monolingual English-speaking peers was compared using similar English-language tests. Results revealed the presence and magnitude of a receptive-expressive gap was largely dependent on the tests used. These discrepant results likely exist because widely-used standardized tests do not offer comparable normed scores. We review possible test norming practices that may have contributed to these results and suggest guidelines to determine a meaningful receptive-expressive gap for bilingual children.

Research on infant vocal development has provided notable insights into vocal interaction with caregivers, elucidating growth in foundations for language through parental elicitation and reaction to vocalizations. A role for infant vocalizations produced endogenously, potentially providing raw material for interaction and a basis for growth in the vocal capacity itself, has received less attention. We report that in laboratory recordings of infants and their parents, the bulk of infant speech-like vocalizations, or “protophones”, were directed toward no one and instead appeared to be generated endogenously, mostly in exploration of vocal abilities. The tendency to predominantly produce protophones without directing them to others occurred both during periods when parents were instructed to interact with their infantsandduring periods when parents were occupied with an interviewer, with the infants in the room. The results emphasize the infant as an agent in vocal learning, even when not interacting socially and suggest an enhanced perspective on foundations for vocal language.

This study investigated reliability of naturalistic listening in real time (NLRT) compared to phonetic transcription. Speech pathology students with brief training in NLRT assessed prelinguistic syllable inventory size and specific syllable types in typically developing infants. A second study also examined inter-coder reliability for canonical babbling, canonical babbling ratio and presence of oral stops in syllable inventory of infants with cleft palate, by means of NLRT. In study 1, ten students independently assessed prelinguistic samples of five 12-month-old typically developing infants using NLRT and phonetic transcription. Coders assessed syllable inventory size as more than twice as large using phonetic transcription as NLRT. Results showed a strong correlation between NLRT and phonetic transcription (syllables with more than five occurrences) for syllable inventory size (r = .60; p In study 2, three other students assessed prelinguistic samples of twenty-eight 12-month-old infants with cleft palate by means of NLRT. Results revealed perfect inter-coder agreement for presence/absence of canonical babbling, strong correlations between the three coders’ assessment of syllable inventory size (average r = .83; p In conclusion, NLRT is a reliable method for assessing prelinguistic measures in infants with and without cleft palate with inter-coder agreement levels comparable to phonetic transcription for specific syllable types.

Temporal coordination of vocal exchanges between mothers and their infants emerges from a developmental process that relies on the ability of communication partners to co-coordinate and predict each other's turns. Consequently, the partners engage in communicative niche construction that forms a foundation for language in human infancy. While robust universals in vocal turn-taking have been found, differences in the timing of maternal and infant vocalizations have also been reported across cultures. In this study, we examine the temporal structure of vocal interactions in 38 mother-infant dyads in the first two years across two cultures-American and Lebanese-by studying observed and randomized distributions of vocalizations, focusing on both gaps and overlaps in naturalistic 10-min vocal interactions. We conducted a series of simulations using Kolmogorov-Smirnov (K-S) tests to examine whether the observed responsivity patterns differed from randomly generated simulations of responsivity patterns in both Arabic and English for mothers responding to infants and for infants responding to mothers. Results revealed that both mothers and infants engaged in conversational alternation, with mothers acting similarly across cultures. By contrast, significant differences were observed in the timing of infant responses to maternal utterances, with the Lebanese infants' tendency to cluster their responses in the first half-second after the offset of the Lebanese mothers' utterances to a greater extent than their American counterparts. We speculate that the results may be due to potential phonotactic differences between Arabic and English and/or to differing child-rearing practices across Lebanese and American cultures. The findings may have implications for early identification of developmental disorders such as autism spectrum disorders within and across cultures.

How did vocal language originate? Before trying to determine how referential vocabulary or syntax may have arisen, it is critical to explain how ancient hominins began to produce vocalization flexibly, without binding to emotions or functions. A crucial factor in the vocal communicative split of hominins from the ape background may thus have been copious, functionally flexible vocalization, starting in infancy and continuing throughout life, long before there were more advanced linguistic features such as referential vocabulary. 2–3 month-old modern human infants produce “protophones”, including at least three types of functionally flexible non-cry precursors to speech rarely reported in other ape infants. But how early in life do protophones actually appear? We report that the most common protophone types emerge abundantly as early as vocalization can be observed in infancy, in preterm infants still in neonatal intensive care. Contrary to the expectation that cries are the predominant vocalizations of infancy, our all-day recordings showed that protophones occurred far more frequently than cries in both preterm and full-term infants. Protophones were not limited to interactive circumstances, but also occurred at high rates when infants were alone, indicating an endogenous inclination to vocalize exploratorily, perhaps the most fundamental capacity underlying vocal language.

Theory and research suggest that vocal development predicts "useful speech" in preschoolers with autism spectrum disorder (ASD), but conventional methods for measurement of vocal development are costly and time consuming. This longitudinal correlational study examines the reliability and validity of several automated indices of vocalization development relative to an index derived from human coded, conventional communication samples in a sample of preverbal preschoolers with ASD. Automated indices of vocal development were derived using software that is presently "in development" and/or only available for research purposes and using commercially available Language ENvironment Analysis (LENA) software. Indices of vocal development that could be derived using the software available for research purposes: (a) were highly stable with a single day-long audio recording, (b) predicted future spoken vocabulary to a degree that was nonsignificantly different from the index derived from conventional communication samples, and (c) continued to predict future spoken vocabulary even after controlling for concurrent vocabulary in our sample. The score derived from standard LENA software was similarly stable, but was not significantly correlated with future spoken vocabulary. Findings suggest that automated vocal analysis is a valid and reliable alternative to time intensive and expensive conventional communication samples for measurement of vocal development of preverbal preschoolers with ASD in research and clinical practice. Autism Res 2017, 10: 508-519. © 2016 International Society for Autism Research, Wiley Periodicals, Inc.

Prior research on ambient-language effects in babbling has often suggested infants produce language-specific phonological features within the first year. These results have been questioned in research failing to find such effects and challenging the positive findings on methodological grounds. We studied English- and Chinese-learning infants at 8, 10, and 12 months and found listeners could not detect ambient-language effects in the vast majority of infant utterances, but only in items deemed to be words or to contain canonical syllables that may have made them sound like words with language-specific shapes. Thus, the present research suggests the earliest ambient-language effects may be found in emerging lexical items or in utterances influenced by language-specific features of lexical items. Even the ambient-language effects for infant canonical syllables and words were very small compared with ambient-language effects for meaningless but phonotactically well-formed syllable sequences spoken by adult native speakers of English and Chinese.

OBJECTIVES: Quantity of talk and interaction in the home during early childhood is correlated with socioeconomic status (SES) and can be used to predict early language and cognitive outcomes. We tested the effectiveness of automated early language environment estimates for children 2 to 36 months old to predict cognitive and language skills 10 years later and examined effects for specific developmental age periods. METHODS: Daylong audio recordings for 146 infants and toddlers were completed monthly for 6 months, and the total number of daily adult words and adult-child conversational turnswere automatically estimated with Language Environment Analysis software. Follow-up evaluations at 9 to 14 years of age included language and cognitive testing. Language exposure for 3 age groups was assessed: 2 to 17 months, 18 to 24 months, and ≥25 months. Pearson correlations and multiple linear regression analyses were conducted. RESULTS: Conversational turn counts at 18 to 24 months of age accounted for 14% to 27% of the variance in IQ, verbal comprehension, and receptive and/or expressive vocabulary scores 10 years later after controlling for SES. Adult word counts between 18 and 24 months were correlated with language outcomes but were considerably weakened after controlling for SES. CONCLUSIONS: These data support the hypothesis that early talk and interaction, particularly during the relatively narrow developmental window of 18 to 24 months of age, can be used to predict school-age language and cognitive outcomes. With these findings, we underscore the need for effective early intervention programs that support parents in creating an optimal early language learning environment in the home.

Objectives This study investigated automatic assessment of vocal development in children with hearing loss compared with children who are typically developing, have language delays, and have autism spectrum disorder. Statistical models are examined for performance in a classification model and to predict age within the four groups of children. Design The vocal analysis system analyzed 1913 whole-day, naturalistic acoustic recordings from 273 toddlers and preschoolers comprising children who were typically developing, hard of hearing, language delayed, or autistic. Results Samples from children who were hard of hearing patterned more similarly to those of typically developing children than to the language delayed or autistic samples. The statistical models were able to classify children from the four groups examined and estimate developmental age based on automated vocal analysis. Conclusions This work shows a broad similarity between children with hearing loss and typically developing children, although children with hearing loss show some delay in their production of speech. Automatic acoustic analysis can now be used to quantitatively compare vocal development in children with and without speech-related disorders. The work may serve to better distinguish among various developmental disorders and ultimately contribute to improved intervention.

In this article, the author discusses social feedback loops and cascading effects in Autism spectrum disorder, and also mentions motor ability and communicative motivation of Autism.

A new study shows that vocal sequences produced by newborn marmoset monkeys are driven by slow fluctuations in physiological state; the results shed light on the evolution of vocal communication between newborns and parents.

Seeking roots of language, we probed infant facial expressions and vocalizations. Both have roles in language, but the voice plays an especially flexible role, expressing a variety of functions and affect conditions with the same vocal categories—a word can be produced with many different affective flavors. This requirement of language is seen in very early infant vocalizations. We examined the extent to which affect is transmitted by early vocal categories termed “protophones” (squeals, vowel-like sounds, and growls) and by their co-occurring facial expressions, and similarly the extent to which vocal type is transmitted by the voice and co-occurring facial expressions. Our coder agreement data suggests infant affect during protophones was most reliably transmitted by the face (judged in video-only), while vocal type was transmitted most reliably by the voice (judged in audio-only). Voice alone transmitted negative affect more reliably than neutral or positive affect, suggesting infant protophones may be used especially to call for attention when the infant is in distress. By contrast, the face alone provided no significant information about protophone categories. Indeed coders in video-only could scarcely recognize the difference between silence and voice when coding protophones in video-only. The results suggest that partial decoupling of communicative roles for face and voice occurs even in the first months of life. Affect in infancy appears to be transmitted in a way that audio and video aspects are flexibly interwoven, as in mature language.