Language input and volubility in French-English bilingual infants
Bibliographic record
Abstract
Caregiver-child interaction is essential for language development. Previous research shows that the amount of one-on-one parentese experienced by monolingual infants predicts their concurrent vocalization (Ramírez-Esparza et al., 2014). Here we examined how language and social contexts are related to infant vocalization rates in French-English bilingual infants. Using the Language Environment Analysis (LENA) system, we collected daylong recordings from infants when they were 10- and 18-months of age (N = 21 and 16, respectively). LENA software provided estimations of infant vocalization and adult word counts in 30-second segments. We manually coded half of all segments for speaker context (who was speaking around the child), listener context (who the speech was directed towards), and language context (what language(s) was being used). Three main conclusions emerge from the analyses: (1) the more speech infants hear, the more they vocalize; (2) the input experienced in a one-on-one social context and in the dominant language has a strong relation with infant concurrent and projected volubility; (3) using both raw and proportional language measures to examine bilingual input is recommended. The findings inform our understanding of the relationship between language input and language development in bilingual infants.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".