Derek M Houston
Dados Biográficos
| ID | 3774218 |
|---|---|
| NOME | Derek M Houston |
| PRENOMES | Derek M |
| SOBRENOME | Houston |
| ASSINATURA | HOUSTON D M |
| AFILIAÇÕES | Nationwide Children's Hospital |
| ORCID | 0000-0003-1050-3034 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 13 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Early Production of Imperceptible Words by Infants and Toddlers Born Deaf or Blind
We investigate the roles of linguistic and sensory experience in the early-produced visual, auditory, and abstract words of congenitally-blind toddlers, deaf toddlers, and typically-sighted/hearing peers. We also assess the role of language access by comparing early word production in children learning English or American Sign Language (ASL) from birth, versus at a delay. Using parental report data on child word production from the MacArthur-Bate…
Parental self-efficacy and early language development in deaf and hard-of-hearing children
This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children’s spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children’s language abilities were assessed using the Preschool Languag…
Visual statistical learning in deaf and hearing infants and toddlers
Congenital hearing loss offers a unique opportunity to examine the role of sound in cognitive, social, and linguistic development. Children with hearing loss demonstrate atypical performance across a range of general cognitive skills. For instance, research has shown that deaf school‐age children underperform on visual statistical learning (VSL) tasks. However, the evidence for these deficits has been challenged, with mixed findings emerging in r…
Parent–Child Joint Behaviors in Novel Object Play Create High-Quality Data for Word Learning
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with nove…
A meta-analysis of the predictability of Lenatm automated measures for child language development
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood
Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than general…
Parental Linguistic Input and Its Relation to Toddlers’ Visual Attention in Joint Object Play
Parent–child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent–child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss ( HL ) and their chronological age‐matched ( CA ) and hearing age‐ma…
Hearing versus listening
Visual Sequence Learning in Infancy
Research suggests that nonlinguistic sequence learning abilities are an important contributor to language development ( Conway, Bauernschmidt, Huang, & Pisoni, 2010 ). The current study investigated visual sequence learning (VSL) as a possible predictor of vocabulary development in infants. Fifty‐eight 8.5‐month‐old infants were presented with a three‐location spatiotemporal sequence of multicolored geometric shapes. Early language skills were as…
Word Learning in Infant- and Adult-Directed Speech
Infant-directed speech (IDS), compared with adult-directed speech (ADS), is characterized by a slower rate, a higher fundamental frequency, greater pitch variations, longer pauses, repetitive intonational structures, and shorter sentences. Despite studies on the properties of IDS, there is no direct demonstration of its effects for word learning in infants. This study examined whether 21- and 27-month-old children learned novel words better in ID…
Assessing Speech Discrimination in Individual Infants
Assessing speech discrimination skills in individual infants from clinical populations (e.g., infants with hearing impairment) has important diagnostic value. However, most infant speech discrimination paradigms have been designed to test group effects rather than individual differences. Other procedures suffer from high attrition rates. In this study, we developed 4 variants of the Visual Habituation Procedure (VHP) and assessed their robustness…
The Beginnings of Word Segmentation in English-Learning Infants
A series of 15 experiments was conducted to explore English-learning infants' capacities to segment bisyllabic words from fluent speech. The studies in Part I focused on 7.5 month olds' abilities to segment words with strong/weak stress patterns from fluent speech. The infants demonstrated an ability to detect strong/weak target words in sentential contexts. Moreover, the findings indicated that the infants were responding to the whole words and …
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The Beginnings of Word Segmentation in English-Learning Infants
A series of 15 experiments was conducted to explore English-learning infants' capacities to segment bisyllabic words from fluent speech. The studies in Part I focused on 7.5 month olds' abilities to segment words with strong/weak stress patterns from fluent speech. The infants demonstrated an ability to detect strong/weak target words in sentential contexts. Moreover, the findings indicated that the infants were responding to the whole words and …
Assessing Speech Discrimination in Individual Infants
Assessing speech discrimination skills in individual infants from clinical populations (e.g., infants with hearing impairment) has important diagnostic value. However, most infant speech discrimination paradigms have been designed to test group effects rather than individual differences. Other procedures suffer from high attrition rates. In this study, we developed 4 variants of the Visual Habituation Procedure (VHP) and assessed their robustness…
Word Learning in Infant- and Adult-Directed Speech
Infant-directed speech (IDS), compared with adult-directed speech (ADS), is characterized by a slower rate, a higher fundamental frequency, greater pitch variations, longer pauses, repetitive intonational structures, and shorter sentences. Despite studies on the properties of IDS, there is no direct demonstration of its effects for word learning in infants. This study examined whether 21- and 27-month-old children learned novel words better in ID…
Visual Sequence Learning in Infancy
Research suggests that nonlinguistic sequence learning abilities are an important contributor to language development ( Conway, Bauernschmidt, Huang, & Pisoni, 2010 ). The current study investigated visual sequence learning (VSL) as a possible predictor of vocabulary development in infants. Fifty‐eight 8.5‐month‐old infants were presented with a three‐location spatiotemporal sequence of multicolored geometric shapes. Early language skills were as…
Hearing versus listening
Novel word learning at 21 months predicts receptive vocabulary outcomes in later childhood
Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than general…
Parental Linguistic Input and Its Relation to Toddlers’ Visual Attention in Joint Object Play
Parent–child interactions are multimodal, often involving coordinated exchanges of visual and auditory information between the two partners. The current work focuses on the effect of children's hearing loss on parent–child interactions when parents and their toddlers jointly played with a set of toy objects. We compared the linguistic input received by toddlers with hearing loss ( HL ) and their chronological age‐matched ( CA ) and hearing age‐ma…
A meta-analysis of the predictability of Lenatm automated measures for child language development
Quantifying Sources of Variability in Infancy Research Using the Infant-Directed-Speech Preference
Psychological scientists have become increasingly concerned with issues related to methodology and replicability, and infancy researchers in particular face specific challenges related to replicability: For example, high-powered studies are difficult to conduct, testing conditions vary across labs, and different labs have access to different infant populations. Addressing these concerns, we report on a large-scale, multisite study aimed at (a) as…
Parent–Child Joint Behaviors in Novel Object Play Create High-Quality Data for Word Learning
This research takes a dyadic approach to study early word learning and focuses on toddlers’ (N = 20, age: 17–23 months) information seeking and parents’ information providing behaviors and the ways the two are coupled in real-time parent–child interactions. Using head-mounted eye tracking, this study provides the first detailed comparison of children’s and their parents’ behavioral and attentional patterns in two free-play contexts: one with nove…
Visual statistical learning in deaf and hearing infants and toddlers
Congenital hearing loss offers a unique opportunity to examine the role of sound in cognitive, social, and linguistic development. Children with hearing loss demonstrate atypical performance across a range of general cognitive skills. For instance, research has shown that deaf school‐age children underperform on visual statistical learning (VSL) tasks. However, the evidence for these deficits has been challenged, with mixed findings emerging in r…
Parental self-efficacy and early language development in deaf and hard-of-hearing children
This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children’s spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children’s language abilities were assessed using the Preschool Languag…
Early Production of Imperceptible Words by Infants and Toddlers Born Deaf or Blind
We investigate the roles of linguistic and sensory experience in the early-produced visual, auditory, and abstract words of congenitally-blind toddlers, deaf toddlers, and typically-sighted/hearing peers. We also assess the role of language access by comparing early word production in children learning English or American Sign Language (ASL) from birth, versus at a delay. Using parental report data on child word production from the MacArthur-Bate…
Psychology (13 obras) · Developmental psychology (12 obras) · Language Development and Disorders (11 obras) · Linguistics (9 obras) · Cognitive psychology (8 obras) · Language development (8 obras) · Audiology (6 obras) · Child and Animal Learning Development (6 obras) · Hearing Impairment and Communication (6 obras) · Medicine (5 obras)