Rochelle S Newman
Dados Biográficos
| ID | 3774085 |
|---|---|
| NOME | Rochelle S Newman |
| PRENOMES | Rochelle S |
| SOBRENOME | Newman |
| ASSINATURA | NEWMAN R S |
| AFILIAÇÕES | University of Maryland, |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2002 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
The everyday speech environments of preschoolers with and without cochlear implants
Children who receive cochlear implants develop spoken language on a protracted timescale. The home environment facilitates speech-language development, yet it is relatively unknown how the environment differs between children with cochlear implants and typical hearing. We matched eighteen preschoolers with implants (31-65 months) to two groups of children with typical hearing: by chronological age and hearing age. Each child completed a long-form…
A comparison of monolingual and bilingual toddlers’ word recognition in noise
Aims and objectives: The purpose of this study was to examine whether differences in language exposure (i.e., being raised in a bilingual versus a monolingual environment) influence young children’s ability to comprehend words when speech is heard in the presence of background noise. Methodology: Forty-four children (22 monolinguals and 22 bilinguals) between the ages of 29 and 31 months completed a preferential looking task where they saw pictur…
Monolingual and Bilingual Word Recognition and Word Learning in Background Noise
The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolingua…
Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition
Hearing words in sentences facilitates word recognition in monolingual children. Many children grow up receiving input in multiple languages – including exposure to sentences that ‘mix’ the languages. We explored Spanish–English bilingual toddlers’ (n = 24) ability to identify familiar words in three conditions: (i) single word ( ball! ); (ii) same-language sentence ( Where's the ball ? ); or (iii) mixed-language sentence ( Dónde está la ball ? )…
Infant-directed speech (IDS) vowel clarity and child language outcomes
There have been many studies examining the differences between infant-directed speech (IDS) and adult-directed speech (ADS). However, investigations asking whether mothers clarify vowel articulation in IDS have reached equivocal findings. Moreover, it is unclear whether maternal speech clarification has any effect on a child's developing language skills. This study examined vowel clarification in mothers’ IDS at 0;10–11, 1;6, and 2;0, as compared…
Input and uptake at 7 months predicts toddler vocabulary
Both the input directed to the child, and the child's ability to process that input, are likely to impact the child's language acquisition. We explore how these factors inter-relate by tracking the relationships among: (a) lexical properties of maternal child-directed speech to prelinguistic (7-month-old) infants (N = 121); (b) these infants' abilities to segment lexical targets from conversational child-directed utterances in an experimental par…
Look at the gato! Code-switching in speech to toddlers
We examined code-switching (CS) in the speech of twenty-four bilingual caregivers when speaking with their 18- to 24-month-old children. All parents CS at least once in a short play session, and some code-switched quite often (over 1/3 of utterances). This CS included both inter-sentential and intra-sentential switches, suggesting that at least some children are frequently exposed to mixed-language sentences. However, we found no evidence that th…
Infant Preferences for Structural and Prosodic Properties of Infant‐Directed Speech in the Second Year of Life
While a large literature discusses young infants' preference for an infant‐directed speaking style, few studies have explored preferences after the first year. The present work compares infants' preference for two different properties of IDS speech: prosodic changes (primarily pitch and pitch variability) and structural properties (utterance length; lexical repetition). We found that both 12‐ and 16‐month‐old infants continued to prefer listening…
Identifying Nonwords
Listeners find it relatively difficult to recognize words that are similar-sounding to other known words. In contrast, when asked to identify spoken nonwords, listeners perform better when the nonwords are similar to many words in their language. These effects of sound similarity have been assessed in multiple ways, and both sublexical (phonotactic probability) and lexical (neighborhood) effects have been reported, leading to models that incorpor…
Year-Olds’ Speech Understanding in Multitalker Environments
Infants and toddlers are often spoken to in the presence of background sounds, including speech from other talkers. Prior work has suggested that infants 1 year of age and younger can only recognize speech when it is louder than any distracters in the environment. The present study tests 24-month-olds' ability to understand speech in a multitalker environment. Children were presented with a preferential-looking task in which a target voice told t…
Perceptual normalization for speaking rate III
The effect of talker familiarity on stream segregation
Changes in Preference for Infant-Directed Speech in Low and Moderate Noise by 4.5- to 13-Month-Olds
Although a large literature discusses infants' preference for infant-directed speech (IDS), few studies have examined how this preference might change over time or across listening situations. The work reported here compares infants' preference for IDS while listening in a quiet versus a noisy environment, and across 3 points in development: 4.5 months of age, 9 months of age, and 13 months of age. Several studies have suggested that IDS might he…
Life Span Effects of Lexical Factors on Oral Naming
This study investigated how lexical access in naming tasks (picture naming, naming to open-ended sentences, and naming to category exemplars) might be influenced by different lexical factors during adolescence and adulthood. Participants included 1075 individuals, ranging in age from 12 to 83 years. Lexical factors examined included word frequency and familiarity, age of acquisition, neighborhood density, and phonotactic probability. As expected,…
The Cocktail Party Effect in Infants Revisited
This study examined infants' abilities to separate speech from different talkers and to recognize a familiar word (the infant's own name) in the context of noise. In 4 experiments, infants heard repetitions of either their names or unfamiliar names in the presence of background babble. Five-month-old infants listened longer to their names when the target voice was 10 dB, but not 5 dB, more intense than the background. Nine-month-olds likewise fai…
Children's use of the prosodic characteristics of infant-directed speech
Effects of Lexical Factors on Lexical Access among Typical Language-Learning Children and Children with Word-Finding Difficulties
This investigation studied the influence of lexical factors, known to impact lexical access in adults, on the word retrieval of children. Participants included 320 typicaland atypical(word-finding difficulties) language-learning children, ranging in age from 7 to 12 years. Lexical factors examined included word frequency, age-of-acquisition, neighborhood density, neighborhood frequency, and stress pattern. Findings indicated that these factors di…
Perceptual normalization for speaking rate III
Effects of Lexical Factors on Lexical Access among Typical Language-Learning Children and Children with Word-Finding Difficulties
This investigation studied the influence of lexical factors, known to impact lexical access in adults, on the word retrieval of children. Participants included 320 typicaland atypical(word-finding difficulties) language-learning children, ranging in age from 7 to 12 years. Lexical factors examined included word frequency, age-of-acquisition, neighborhood density, neighborhood frequency, and stress pattern. Findings indicated that these factors di…
Identifying Nonwords
Listeners find it relatively difficult to recognize words that are similar-sounding to other known words. In contrast, when asked to identify spoken nonwords, listeners perform better when the nonwords are similar to many words in their language. These effects of sound similarity have been assessed in multiple ways, and both sublexical (phonotactic probability) and lexical (neighborhood) effects have been reported, leading to models that incorpor…
The effect of talker familiarity on stream segregation
The Cocktail Party Effect in Infants Revisited
This study examined infants' abilities to separate speech from different talkers and to recognize a familiar word (the infant's own name) in the context of noise. In 4 experiments, infants heard repetitions of either their names or unfamiliar names in the presence of background babble. Five-month-old infants listened longer to their names when the target voice was 10 dB, but not 5 dB, more intense than the background. Nine-month-olds likewise fai…
Children's use of the prosodic characteristics of infant-directed speech
Effects of Lexical Factors on Lexical Access among Typical Language-Learning Children and Children with Word-Finding Difficulties
This investigation studied the influence of lexical factors, known to impact lexical access in adults, on the word retrieval of children. Participants included 320 typicaland atypical(word-finding difficulties) language-learning children, ranging in age from 7 to 12 years. Lexical factors examined included word frequency, age-of-acquisition, neighborhood density, neighborhood frequency, and stress pattern. Findings indicated that these factors di…
Children's use of the prosodic characteristics of infant-directed speech
Life Span Effects of Lexical Factors on Oral Naming
This study investigated how lexical access in naming tasks (picture naming, naming to open-ended sentences, and naming to category exemplars) might be influenced by different lexical factors during adolescence and adulthood. Participants included 1075 individuals, ranging in age from 12 to 83 years. Lexical factors examined included word frequency and familiarity, age of acquisition, neighborhood density, and phonotactic probability. As expected,…
The Cocktail Party Effect in Infants Revisited
This study examined infants' abilities to separate speech from different talkers and to recognize a familiar word (the infant's own name) in the context of noise. In 4 experiments, infants heard repetitions of either their names or unfamiliar names in the presence of background babble. Five-month-old infants listened longer to their names when the target voice was 10 dB, but not 5 dB, more intense than the background. Nine-month-olds likewise fai…
Changes in Preference for Infant-Directed Speech in Low and Moderate Noise by 4.5- to 13-Month-Olds
Although a large literature discusses infants' preference for infant-directed speech (IDS), few studies have examined how this preference might change over time or across listening situations. The work reported here compares infants' preference for IDS while listening in a quiet versus a noisy environment, and across 3 points in development: 4.5 months of age, 9 months of age, and 13 months of age. Several studies have suggested that IDS might he…
The effect of talker familiarity on stream segregation
Perceptual normalization for speaking rate III
Year-Olds’ Speech Understanding in Multitalker Environments
Infants and toddlers are often spoken to in the presence of background sounds, including speech from other talkers. Prior work has suggested that infants 1 year of age and younger can only recognize speech when it is louder than any distracters in the environment. The present study tests 24-month-olds' ability to understand speech in a multitalker environment. Children were presented with a preferential-looking task in which a target voice told t…
Identifying Nonwords
Listeners find it relatively difficult to recognize words that are similar-sounding to other known words. In contrast, when asked to identify spoken nonwords, listeners perform better when the nonwords are similar to many words in their language. These effects of sound similarity have been assessed in multiple ways, and both sublexical (phonotactic probability) and lexical (neighborhood) effects have been reported, leading to models that incorpor…
Look at the gato! Code-switching in speech to toddlers
We examined code-switching (CS) in the speech of twenty-four bilingual caregivers when speaking with their 18- to 24-month-old children. All parents CS at least once in a short play session, and some code-switched quite often (over 1/3 of utterances). This CS included both inter-sentential and intra-sentential switches, suggesting that at least some children are frequently exposed to mixed-language sentences. However, we found no evidence that th…
Infant Preferences for Structural and Prosodic Properties of Infant‐Directed Speech in the Second Year of Life
While a large literature discusses young infants' preference for an infant‐directed speaking style, few studies have explored preferences after the first year. The present work compares infants' preference for two different properties of IDS speech: prosodic changes (primarily pitch and pitch variability) and structural properties (utterance length; lexical repetition). We found that both 12‐ and 16‐month‐old infants continued to prefer listening…
Input and uptake at 7 months predicts toddler vocabulary
Both the input directed to the child, and the child's ability to process that input, are likely to impact the child's language acquisition. We explore how these factors inter-relate by tracking the relationships among: (a) lexical properties of maternal child-directed speech to prelinguistic (7-month-old) infants (N = 121); (b) these infants' abilities to segment lexical targets from conversational child-directed utterances in an experimental par…
Infant-directed speech (IDS) vowel clarity and child language outcomes
There have been many studies examining the differences between infant-directed speech (IDS) and adult-directed speech (ADS). However, investigations asking whether mothers clarify vowel articulation in IDS have reached equivocal findings. Moreover, it is unclear whether maternal speech clarification has any effect on a child's developing language skills. This study examined vowel clarification in mothers’ IDS at 0;10–11, 1;6, and 2;0, as compared…
Dónde está la ball? Examining the effect of code switching on bilingual children's word recognition
Hearing words in sentences facilitates word recognition in monolingual children. Many children grow up receiving input in multiple languages – including exposure to sentences that ‘mix’ the languages. We explored Spanish–English bilingual toddlers’ (n = 24) ability to identify familiar words in three conditions: (i) single word ( ball! ); (ii) same-language sentence ( Where's the ball ? ); or (iii) mixed-language sentence ( Dónde está la ball ? )…
Monolingual and Bilingual Word Recognition and Word Learning in Background Noise
The question of whether bilingualism leads to advantages or disadvantages in linguistic abilities has been debated for many years. It is unclear whether growing up with one versus two languages is related to variations in the ability to process speech in the presence of background noise. We present findings from a word recognition and a word learning task with monolingual and bilingual adults. Bilinguals appear to be less accurate than monolingua…
A comparison of monolingual and bilingual toddlers’ word recognition in noise
Aims and objectives: The purpose of this study was to examine whether differences in language exposure (i.e., being raised in a bilingual versus a monolingual environment) influence young children’s ability to comprehend words when speech is heard in the presence of background noise. Methodology: Forty-four children (22 monolinguals and 22 bilinguals) between the ages of 29 and 31 months completed a preferential looking task where they saw pictur…
The everyday speech environments of preschoolers with and without cochlear implants
Children who receive cochlear implants develop spoken language on a protracted timescale. The home environment facilitates speech-language development, yet it is relatively unknown how the environment differs between children with cochlear implants and typical hearing. We matched eighteen preschoolers with implants (31-65 months) to two groups of children with typical hearing: by chronological age and hearing age. Each child completed a long-form…
Psychology (17 obras) · Linguistics (13 obras) · Language Development and Disorders (12 obras) · Developmental psychology (11 obras) · Computer Science (8 obras) · Hearing Loss and Rehabilitation (8 obras) · Language development (8 obras) · Audiology (6 obras) · Active listening (5 obras) · Cognitive psychology (5 obras)