The predicting effect of speech-like vocalizations on language development in young children and its explanations

Subjects: Psychology >> Developmental Psychology submitted time 2023-02-01

Qiaoyun Liu Min Liu Siqi Chen Zhijia Xu

Abstract：

Speech-like vocalizations are sounds that resemble adult speech and are the precursor for subsequent language development. Studies have shown that the frequency of speech-like vocalizations, canonical syllable ratio, consonant diversity, and communicative vocalizations in young children predict expressive language, but factors that predict receptive language development remain unclear. Additionally, findings investigating whether babble onset predicts word onset are also mixed. To a certain extent, the predictive relationship between speech-like vocalizations and language development can be explained by three mechanisms: speech-like vocalizations provide the basis for language production, speech-like vocalizations create an optimal learning state for language learning, and speech-like vocalizations promote social behavior. Future research may consider exploring the causal relationship between speech-like vocalizations and language development, moderating effects of related factors on speech-like vocalizations in predicting language development, uniquely valuable speech-like vocalizations for children with language disorders, and the dynamic interaction between speech-like vocalizations and social responses.

Peer Review Status:Awaiting Review

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Potential early identification markers for children with autism spectrum disorder—Unusual vocalizations and theoretical explanations

Subjects: Psychology >> Medical Psychology submitted time 2021-10-14

刘敏 胡洋 刘巧云

Abstract： Early identification and early intervention of children with autism spectrum disorder (ASD) are critical to their developmental outcomes. Vocalizations are sounds produced by children before they learn to talk. Studies suggested that unusual nonspeech-like and speech-like vocalizations are potential early identification makers for children with ASD before the age of 2 years. The theoretical explanations for unusual vocalizations mainly include the motivation orientation theories, the neuromotor orientation theories, the perceptual orientation theory, and the social feedback orientation theory. Future research may consider in (1) exploring the possibility of unusual vocalizations as unique early identification markers for children with ASD, (2) strengthening the study of crying in early screening of children with ASD, (3) constructing an automatic learning classification model based on the strongest predictive acoustic parameters, (4) analyzing the influence of intrinsic and social motivation on speech-like vocalizations in children with ASD, and (5) investigating the neural mechanisms of unusual speech-like vocalizations. These evidence may be helpful for early identification and intervention of children with ASD."

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