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First and foremost, we would like to express our thanks to all of you who have volunteered with your infants to take part in our research. Without your help, this work wouldn t be possible. We would also like to thank all of you who encouraged your family and friends to come in. Our Research Since 1989, under the direction of Dr. James L. Morgan, we have been conducting research in Infant Speech Perception, in order to understand this amazing process. Over the years, we have been involved in a number of research projects - for example, how babies find the boundaries between words in speech (therearenospacesbetweenwordswhenwetalk) , what babies know about the individual sounds that make up the words of their language, and what kinds of properties of the speech they hear might be helpful in the learning process. PLEASE KEEP IN TOUCH! We want to keep in contact with you, so if you have changed your address or telephone number since your last visit, please call 401-863-2377 or email us at infant@brown.edu Also, feel free to visit our website : www.babies.brown.edu Lab Director: PROF. JAMES L. MORGAN, PhD Postdoc Associate: MELANIE SODERSTROM, PhD Sr. Research Technician: LORI ROLFE Visiting Scholar: EON-SUK KO Graduate Students: ERIN CONWELL NAOMI FELDMAN GLENDA MOLINA JAE YUNG SONG ELENA TENENBAUM Undergrad RAs: KIMBERLY DICKINSON KELLY DUONG JESSICA GORKIN SALLY GRAPIN RACHEL OSTRAND HALIE RANDO DAVID RICHARDSON SAMANTHA ROQUE SARAH STOKES WHO S WHO HERE AT THE LAB? BABY TALK In this newsletter: who we are research updates publications Newsletter of the Infant Research Lab at Brown University - 2006 CURRENT RESEARCH How do babies learn the sound system of their language? How do babies recognize words in fluent speech? How do babies learn the rudimentary properties of grammar? When do babies begin to distinguish terms of gender? How do babies integrate auditory and visual events? When do babies start recognizing the components of emotion? How do babies learn the sound system of their language? Learning Sound Categories Since languages do not all use the same set of sounds, babies have to figure out which sounds are important in their language and where these sounds can occur in words. We re exploring whether babies can learn rules about where different sounds can occur in words. Babies hear a sequence of words in which only certain consonants occur in the beginning. After hearing these words, babies hear new words which do or do not follow the same patterns. We measure how long babies listen to each type of new word. We have found that 12 month olds can learn these complicated patterns after just two minutes of listening! Even 8-9 month olds can learn them with a little more training. In another study we are looking at another micro-level of phonetic patterns. In English, vowels are produced with longer duration before a voiced than a voiceless consonant. When and how do children learn this phonetic pattern? An earlier study suggests that children's speech reflects the difference in vowel duration from very early on. Is this because babies begin learning this phonetic pattern before they can speak? We are testing 14 month old babies, and it seems that they are able to tell the difference between natural and unnatural phonetic patterns! Speech Sound Discrimination Infants under six months old are able to discriminate native and non-native consonant contrasts equally well, but as they learn the phonological systems of their native language, this ability declines. We are working on studies, with an associated lab in Paris - Laboratoire de Sciences Cognitives et Psycholinguitique, that will continue to explore whether there may be a statistical basis for the particular order in which non-native contrasts are lost. How do babies recognize words in fluent speech? Familiar Words Well before they start to talk, babies are learning to recognize words in the speech around them. One of the earliest words to be recognized is their own name. Babies can recognize their own name in fluent speech by 4.5 months! In previous research we have shown that babies can use their name or the name  Mommy to learn other words. In recent studies, we have been trying to figure out why hearing a familiar name helps babies to learn new words. Is it because they pay more attention after they hear a name they recognize? Or is it because knowing one word tells them where the next word begins? Infant-Directed Speech When talking to babies, many adults automatically change their speech register. This funny way of talking is known as  motherese , or infant-directed speech. We are looking at different ways that motherese helps infants to understand and pay attention to the language they hear. We talk slowly, our voice gets raised, our intonation is exaggerated, and we almost always speak happily to babies! Researchers have long suggested that the unique acoustic characteristics of infant-directed speech might aid infants language development. However, there has been little direct evidence supporting the claim. To this end, we investigate the possible link between mothers speech and infants word learning. Specifically, are infants able to use these Exaggerated characteristics in infant-directed speech for word recognition? Which acoustic characteristics of infant-directed speech facilitate Infants recognition of words? How do babies learn the rudimentary properties of grammar? Grammatical Knowledge By comparing children's listening preference for grammatical sentences ("The boy reads every night from a new book") to ungrammatical sentences ("The boy read every night from a new books"), we can learn about their knowledge of how words combine together, before they are speaking for themselves. Using this method with 16-24 month olds, we ve found that children as young as 16 months are sensitive to the "s" on the ends of words in the speech of others, even though they often don't produce these "s" endings themselves until their 3rd year of life! By 24 months, infants recognize when nouns and verbs that they know are used incorrectly( e.g.  The boy books every night from a new read instead of  The boy reads every night from a new book ). words apart. This might help them learn the grammatical properties of these words, even though they re used as both nouns and verbs. Ambicategorical Words Words like "hug" and "walk" can be both nouns and verbs. When these words are used as nouns, their pronunciation is subtly different from when they re used as verbs. When we play many noun uses of these words to babies, they can tell noun uses and verb uses of the same words apart. This might help them learn the grammatical properties of these words, even though they re used as both nouns and verbs. Swing on a swing When do babies begin to Distinguish terms of gender? Do infants learn gender words differently? From early on, infants hear certain words more than others, like  mommy ,  daddy , and their own name. Baby girls may hear words associated with girls more often than baby boys do, and vice versa. Do infants learn these words differently depending on their own gender? We are currently testing whether very young baby girls respond differently to the words than baby boys do. How well do bilingual babies use gendered articles? Learning one language is an extraordinary feat for an infant. Now imagine what it must be like to acquire two languages simultaneously. Different languages not only have different sounds and words, but also different rules about how words go together. In Spanish, nouns are categorized by feminine or masculine gender. The word for 'the' in Spanish is 'la' for feminine nouns and 'el' for masculine nouns. Monolingual Spanish babies have shown that they can use gendered articles, like 'la' and 'el' to figure out what type of noun will come next. Our lab is now investigating whether bilingual babies learning Spanish and English can use gender information the same way. babies@brown.edu Frequently Asked Questions Can I bring in an older child? Of course!! Many parents bring older siblings when they bring their baby in for research. We have toys for them to play with, as well as crayons and coloring paper. Where do you get your names? Most of our names come from one of two sources: referrals from family and friends that have had a pleasant experience with us at the lab, or public records. All information that we collect is kept confidential. What does it mean if my baby doesn t look when he s supposed to? It is just as informative for us to find out that they are not looking (or not interested) in something, as it is to find out that they are interested. When we analyze the data, we do not look at individual results; rather we are concerned with the overall responses of ALL babies that have taken part. My baby doesn t talk yet. can she still participate? YES! We are looking at the mental processes involved in how infants learn language, so we actually prefer to conduct our research at the ages when this learning process occurs, which is usually before they are speaking full sentences. We Need Your Help! As you know, babies grow very quickly, and even at this young age soon become too old for our studies! We are always looking for new volunteers to assist with our research. So if you are expecting or have recently had another baby, we would love to hear from you. Please tell your friends with infants about us too! www.babies.brown.edu 401-863-2377 or email us at infant@brown.edu Thank you from all of us at the Infant Research Lab! Page # CURRENT RESEARCH Page # Infant Research Lab Brown University Box 1978 Providence, RI 02912 Newsletter of the Infant Research Lab at Brown University - 2006 Website: www.babies.brown.edu our lab s Most Popular Boy Names : jack noah lucas matthew Ryan & liam our lab s Most Popular GIRL Names : ava isabella abigail lily Catherine Sophia How do babies integrate auditory and visual events? Talking Faces Where do babies look at a talking face? Adults tend to look each other in the eyes, but as infants are learning to speak themselves, it may be that they focus more on the mouth. By tracking their eye movements while watching a video of a woman talking, we are able to see what specific part of the face they are most interested in. We are also testing Japanese babies to find out if there are any cultural differences in the patterns of eye gaze among infants. When do babies start recognizing components of emotion? Emotional gestures and sounds At the same time that they are learning language, infants are beginning to respond to the non-verbal emotional gestures and sounds that we make. We re interested in when and how infants begin to pick up on these emotional gestures and sounds. Our recent research shows that 6 month olds can tell the difference between two different kinds of happy emotional sounds. 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