Aside from Undergraduate Research Assistants running the lab, they have the opportunity to participate in the Undergraduate Research Conference to present data drawn from the current studies. This is a great way to prepare them for the future and display their hard work to other students, faculty members, family and friends.
The Role of Infant-Directed Action on Infant Attention: A Comparison of Monolingual and Bilingual Infant-Caregiver Dyads
This poster was presented by Melanie Yoon, our honor thesis student for the Undergraduate Research Conference 2021.
Abstract: Caregivers modify their actions when demonstrating objects to infants, known as infant-directed action (IDA). This study explores whether infants look longer at caregivers’ mobile gestures (with movement of the hand or arm) or stable gestures (without movement). I investigate if there are differences in infant looking time for gestures with small motions compared to large motions and whether monolingual and bilingual caregivers differ in frequency of gesture change. As most IDA research has been conducted in laboratory settings with manipulated gestures, I aim to examine naturalistic IDA through observing play sessions. 38 infant-caregiver pairs (19 monolinguals, 19 bilinguals) engaged in two tasks: free play and object-labelling. Interactions were recorded and coded for showing gestures, infant eye gaze, and caregiver language. I predict that (i) showing gestures with larger movements will be more effective at attracting and sustaining infant attention and, (ii) bilingual dyads will use gestures specific to bilingual input - they will switch or exaggerate gestures around a language change. Therefore, bilingual caregivers may show a higher frequency of gesture change and high amplitude gestures compared to monolingual caregivers, leading to longer looking times for bilingual infants. This research will aid in understanding the role of gestures on infant learning.
Abstract: Caregivers modify their actions when demonstrating objects to infants, known as infant-directed action (IDA). This study explores whether infants look longer at caregivers’ mobile gestures (with movement of the hand or arm) or stable gestures (without movement). I investigate if there are differences in infant looking time for gestures with small motions compared to large motions and whether monolingual and bilingual caregivers differ in frequency of gesture change. As most IDA research has been conducted in laboratory settings with manipulated gestures, I aim to examine naturalistic IDA through observing play sessions. 38 infant-caregiver pairs (19 monolinguals, 19 bilinguals) engaged in two tasks: free play and object-labelling. Interactions were recorded and coded for showing gestures, infant eye gaze, and caregiver language. I predict that (i) showing gestures with larger movements will be more effective at attracting and sustaining infant attention and, (ii) bilingual dyads will use gestures specific to bilingual input - they will switch or exaggerate gestures around a language change. Therefore, bilingual caregivers may show a higher frequency of gesture change and high amplitude gestures compared to monolingual caregivers, leading to longer looking times for bilingual infants. This research will aid in understanding the role of gestures on infant learning.
PIP: What are the Roles of Pitch Variation and Word Repetition in Infant Vocabulary Development?
This poster was presented by Mariam Ali, Naina Narain, Miranda Kramer, Divya Khanna and Yuxuan Xiang for the Undergraduate Research Conference 2021
Special thanks to Ayaa Osman for creating the poster graphics and Anna Krueger for helping out.
Abstract: Infant-Directed Speech (IDS), also known as baby-talk, is characterized by higher pitch, longer word duration, a wider pitch range, and more word repetition in comparison to Adult- Directed Speech (ADS). Prior research suggests that components of IDS affect infants’ language learning. However, we do not yet know how certain linguistic elements, such as varying pitch and word repetition, contribute to infants’ vocabulary development. The current study will investigate whether infant vocabulary size correlates with parents’ pitch range and/or the number of target word repetitions the parent produces. We will analyze audio recordings of monolingual English-speaking parents playing with their infants (n= 24, ages: 10-12 months) in a task designed to elicit 14 target words (e.g., hat, apple, boat). We will count repetitions of each target word and measure the pitch range for these target words for each participant. We will collect infant vocabulary size via parental reports on a standardized vocabulary form. We expect that parents with high rates of target word repetition and wide pitch ranges will have infants with the largest vocabularies. If confirmed, these findings would suggest that certain characteristics of IDS can be targeted to promote better linguistic development in infants.
Special thanks to Ayaa Osman for creating the poster graphics and Anna Krueger for helping out.
Abstract: Infant-Directed Speech (IDS), also known as baby-talk, is characterized by higher pitch, longer word duration, a wider pitch range, and more word repetition in comparison to Adult- Directed Speech (ADS). Prior research suggests that components of IDS affect infants’ language learning. However, we do not yet know how certain linguistic elements, such as varying pitch and word repetition, contribute to infants’ vocabulary development. The current study will investigate whether infant vocabulary size correlates with parents’ pitch range and/or the number of target word repetitions the parent produces. We will analyze audio recordings of monolingual English-speaking parents playing with their infants (n= 24, ages: 10-12 months) in a task designed to elicit 14 target words (e.g., hat, apple, boat). We will count repetitions of each target word and measure the pitch range for these target words for each participant. We will collect infant vocabulary size via parental reports on a standardized vocabulary form. We expect that parents with high rates of target word repetition and wide pitch ranges will have infants with the largest vocabularies. If confirmed, these findings would suggest that certain characteristics of IDS can be targeted to promote better linguistic development in infants.
Accuword
This poster was presented by one of our RA's, Yier Zhu in the 2020 Undergraduate Research Conference
Trilingo Vs. Edgelingo
This presentation was presented by Mariam Ali and Ann Cheng in the 2020 Undergraduate Research Conference
PIP
This poster was created by Danielle Bucks and Prachi Bulsara for the 2019 Undergraduate Research Conference
