STATISTICAL LEARNING AND LANGUAGE INPUT AS PROTECTIVE FACTORS (SLLIP)
We are no longer recruiting families to participate in this research study, but we are continuing the analysis of our data.
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Is it the language you hear, or how you learn from that input, that drives language learning? In this study we recruited over 60 families of 5-7 year old children throughout the Mid-Atlantic United States to answer this question. Analysis is ongoing, but we are finding that many children hear different amounts of input from their parents, and this may related to how their brain segments new words from speech.
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Domain-Specific Neural Profiles of Statistical Learning of Speech and Tone
in Young Children
LEND Lab PhD Student, Tengwen Fan, presented an analysis of statistical learning across domains in children at the Cognitive Neuroscience Society. She finds through a number of fMRI investigations, that similar to Frost et al. (2015), auditory SL is constrained by domain-specific properties in the developing brain.
Who, What, When, Where, How and Why does Parental Input contribute to syntactic development?
Grace Buckalew, a senior at the University of Delaware, explores the association parental question asking behavior has upon their child's syntactic development.
Which aspects of conversational turns promote vocabulary knowledge in children?
Angela Tran, a junior at the University of Delaware, explores which specific aspects of parent-child interactions are most strongly associated with a child's vocabulary development.
Investigating the relationship between viscoelastic brain properties with vocabulary performance in young children
Jessica Harrison, a senior at the University of Delaware, explores how viscoelastic brain properties relate to language development among 5-7 year old children.