Child activity contexts and language environments
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Activity contexts are increasingly recognized as important for the variation observed in the type and quantity of speech heard by children. However, there is little data from children’s everyday experiences to properly study this role. We analyzed the quantity of target child-directed speech (TDS) and other-directed speech (ODS) according to children’s activity contexts. We used Daylong Audio Recordings of American English children aged 6–17 months old from the Bergelson Seedlings corpus. A higher quantity of ODS per minute was observed in Solitary playful and exploratory activity contexts, while a higher quantity of TDS per minute was observed in Social activity contexts in comparison to other activity contexts. However, the interindividual variation found needs to be further explored. These results highlight the link between the language environment and activity contexts, and their importance for understanding child language development.
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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 | 0.000 | 0.000 |
| 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) | 0.004 | 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 it