language development and the brain: a phonological perspective usha goswami centre for neuroscience...
TRANSCRIPT
![Page 1: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/1.jpg)
Language Development and the Brain:A Phonological Perspective
Usha GoswamiCentre for Neuroscience in EducationUniversity of Cambridge
![Page 2: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/2.jpg)
How does the Brain encode Speech?
-Auditory signal
-Visual dynamics
-Encoding via oscillations?
![Page 3: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/3.jpg)
The Brain and the Speech Signal
Phonetics – ba / da
Syllable structureRhythmProsody
NINE SEVEN TWO THREE TWO
![Page 4: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/4.jpg)
Behavioural Science
Babies use speech rhythm as an early segmentation cue
Can also distinguish e.g. ba / pa, syllable stress
![Page 5: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/5.jpg)
What is happening in the Brain?Envelope and Fine Structure
![Page 6: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/6.jpg)
Smith, Oxenham & Delgutte, 2002: Auditory Chimera
Method for contrasting envelope (slowly varying) and fine structure (rapidly varying) componentsof speech (or other sounds) experimentally
CHIMERA = Envelope cues from one sentenceFine structure cues from another sentence
Which sentence will listeners hear?
![Page 7: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/7.jpg)
Auditory Chimera Sentences
Perception mainly from fine structureNot much from envelope
Perception mainly from envelopeNot much from fine structure
![Page 8: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/8.jpg)
Envelope information mostimportant for speech intelligibility
Early language acquisition:critical role for envelope?
![Page 9: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/9.jpg)
Envelope information mostimportant for speech intelligibility
Emphasises importance of speechrhythm and syllable structure
![Page 10: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/10.jpg)
Envelope: Importance of Rise Times
![Page 11: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/11.jpg)
Spectro-temporal profile (STeP)
Spectrogram + Waveform
Spectro-Temporal Profile (STeP) Spectrogram+Waveform
Greenberg et al. (2003)
Combination of Cues Important“SEVEN”
![Page 12: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/12.jpg)
Amplitude Envelope and Stressed Syllables
[s]
[eh]
[vx]
[en]
juncture accented syllable
unaccented syllable
“Seven”
mean duration
Full-spectrumperspective
Greenberg 2002
[s] [eh] [vx] [en]
Rise times
![Page 13: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/13.jpg)
How Does the Brain Encode Modulation?
Language Representations
Neurons
Networks
Neuroscience
Simple neural codingmechanisms, likeoscillation at different rhythmic rates, appearto be critical.
Delta: 0.5 – 4 HzTheta: 4 – 8 HzGamma: 20 – 50 Hz
![Page 14: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/14.jpg)
Speech signal
Rapid modulationsGamma networks
20 – 50 Hz
Slow modulationsTheta networks
4 – 8 Hz
Binding forspeech perception
The Brain Samples Information in DifferentFrequency Bands (Theta, Gamma ..)
“syllables”“phonemes”
![Page 15: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/15.jpg)
Speech signal
Rapid modulationsGamma networks
20 – 50 Hz
Slow modulationsTheta networks
4 – 8 Hz
Speech percept
Phonetics:ba - pa
RhythmSyllablesMeter
Rise Times Enable Phase Locking?
Hickok, Poeppel
Alignment with“edges” in signal
![Page 16: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/16.jpg)
2 Hz
10 Hz
Hamalainen, Rupp et al. – Phase Locking
![Page 17: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/17.jpg)
Speech signal
Rapid modulationsGamma networks
20 – 50 Hz
Slow modulationsTheta networks
4 – 8 Hz
Speech percept
Phoneticsba - pa
RhythmSyllablesMeter
Early language experiences entrain the oscillators?
Infant-directed speech
Perceptual magnets
![Page 18: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/18.jpg)
Implications for Language Development Prior to Schooling
Entraining the oscillators – activities that emphasise rhythms and metrical structure of speech
- nursery rhymes- poetry- music and singing- other rhythmic experience – dancing
marchingplaying instruments
![Page 19: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/19.jpg)
Link To Phonology:Word Representations in the Brain
semantic representation
phonologicalrepresentation
motorprogramme
![Page 20: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/20.jpg)
Contribution of Brain Imaging
Brain(mental lexicon)
Phonology
Acousticsignal
![Page 21: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/21.jpg)
How does the phonological system develop?
Need to understand how basic auditory processingand learning to talk contribute to the development ofwell-specified phonological representations
Phonological Representation
![Page 22: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/22.jpg)
What are the Brain Representations of Language like Prior to Reading?
semantic representation
phonologicalrepresentation
motorprogramme
![Page 23: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/23.jpg)
The Mental Lexicon
Age 1 year produce 50 – 100 words
Age 6 years produce 6000 wordscomprehend 14,000 words
Developmentally, requires fine-grained representations of similarities and differences in sound
![Page 24: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/24.jpg)
Spoken Language Processing
Lexicon
Acoustics
PhoneticsPhonology
![Page 25: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/25.jpg)
Spoken Language Processing
Lexicon/Reading
Acoustics
PhoneticsPhonology
Bottom-Up
![Page 26: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/26.jpg)
Spoken Language Processing
Lexicon
Acoustics
PhoneticsPhonology
Top-down
![Page 27: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/27.jpg)
The Development of Phonological Awareness
Children gradually become “aware” of soundunits within words as they develop theirlanguage skills
A universal developmental sequence is found acrosslanguages
![Page 28: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/28.jpg)
Levels of Phonological Awareness
Syllable (butterfly, wigwam, soap)
Rhyme (onset-rime: str - eet, fl - eet)
Phoneme (smallest units of sound that change meaning: cat-pat, cat-cot, cat-cap
but pin … spoon)
![Page 29: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/29.jpg)
Basic Unit of Speech Processing – The Syllable
g r
gr
a s p
asp
graspsyllable
onset rime
phonemes
(develop largely via reading)
![Page 30: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/30.jpg)
The Development of Phonological Awareness
Oddity Task: Bradley & Bryant, 1983
Alliteration: hill, pig, pin
Rhyme 1: cot, hat, pot
Rhyme 2: sit, pin, win
![Page 31: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/31.jpg)
Oddity Task: English, German, Chinese
0
20
40
60
80
English German Chinese
% c
orr
ec
t
onset rime
![Page 32: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/32.jpg)
Oddity Task: Dyslexic Children
(Bradley & Bryant, 1978)
0
20
40
60
80
100
Allit Rhyme1 Rhyme2
%c
orr
ec
t
Dys RL
![Page 33: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/33.jpg)
Gains in Reading and Spelling after 2 yrs,Adjusting for Age and I.Q.
60
80
100
Read Acc ReadComp
SpellAd
just
ed s
tan
d s
core
in m
on
ths Train Ctrl1 Ctrl2
![Page 34: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/34.jpg)
Predicting Reading Acquisition
BrainLanguage
Reading
Phonology
Language playNursery rhymes
“AuditoryOrganization”
Phonological& orthographicconnections
![Page 35: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/35.jpg)
Measuring Syllable and Phoneme Awareness
e.g., tapping out sounds using a drumstickcounting out sounds using plastic tokens
Syllable level
popsicle 3 tapsbutter 2 tapssoap 1 tap
Phoneme level
book 3 tapsup 2 tapsI 1 tap
![Page 36: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/36.jpg)
Counting Tasks: Syllable vs Phoneme
0
20
40
60
80
100
Nor Ger Fre Tur Gr
% c
orr
ec
t
phoneme syllable
![Page 37: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/37.jpg)
Rate of Phonemic Development
Languages vary in the degree to which letters have a 1:1mapping to sound
GreekFinnishGermanItalianSpanish
SwedishDutchIcelandicNorwegian
FrenchPortugueseDanish
English
![Page 38: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/38.jpg)
Phoneme counting at end of Grade 1
% correct
Greek (Porpodas) 100Italian (Cossu et al.) 97Turkish (Durgunoglu & Oney) 94German (Wimmer et al.) 92Norwegian (Hoien et al.) 83French (Demont & Gombert) 61English (Perfetti et al.: Grade 2) 65
![Page 39: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/39.jpg)
Predicting Reading AcquisitionAcross Languages
BrainLanguage
Reading
Phonology SyllablesRhymesPhonemes
![Page 40: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/40.jpg)
The Development of Phonological Representations
Infancy
- physical changes in signal where languages placephonetic boundaries
- statistical learning of prototypes and phonotactics
- use of prosodic cues to segment syllables and words
Within first year have proto-lexical representationsthat encode stress and segmental information
![Page 41: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/41.jpg)
The Development of Phonological Representations
Early Childhood
- enormous increase in vocabulary
- pressure for segmental specificity
- syllable structure varies across languages
- phonological “neighbourhood density” variesacross languages
![Page 42: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/42.jpg)
PHONOLOGICALREPRESENTATIONS
OF WORDS
Vocabulary size andrate of expansion
Speech processingskills (input and
output)Rhythmic cues Phonological
neighbourhooddensity
(language specific)
Linguistic factorseg, sonority profile(language specific)
Word frequency/familiarity/
ageof acquisition
Speech-readingeg, lip shape
Syllable Structure(languagespecific)
How Reading Changes the Brain
![Page 43: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/43.jpg)
PHONOLOGICALREPRESENTATIONS
OF WORDSchair tray tip
Vocabulary size andrate of expansion
Speech processingskills (input and
output)Rhythmic cues? Phonological
neighbourhooddensity
(language specific)
Linguistic factorseg, sonority profile(language specific)
Word frequency/familiarity/
ageof acquisition
Speech-readingeg, lip shape
Reading and spelling acquisition
(phoneme level)
Syllablestructure(language Specific)
![Page 44: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/44.jpg)
Development of Phonological Awareness: Language Universal?
Preschool: large units
syllablesrhymes
With schooling: small units
phonemes
![Page 45: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/45.jpg)
English Monosyllables: Approx. 4000
CV sea 5%
CVC cat 43%
CVCC desk 21%
CCVC trip 15%
CCVCC grasp 6%
German: 1400 French: 2500
![Page 46: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/46.jpg)
Representing Phonemes Varies Across Languages
GreekFinnishGermanItalianSpanish
SwedishDutchIcelandicNorwegian
FrenchPortugueseDanish
English
Languages vary in the degree to which letters have a 1:1 mapping to sound, and this affects how rapidly phonology gets “re-mapped” in the brain
![Page 47: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/47.jpg)
EU Study: Word and Nonword Reading (cvc)
0
20
40
60
80
100
Gk Fin Ger It Sp Sw Du Ic N Fr Po Da Eng
% c
orr
ect
NW "vuf" Word "cup"
![Page 48: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/48.jpg)
Rates of development largely explained by spelling transparency across languages
E.g., ‘a’
German English
Hand hand
Ball ball
Garten garden
![Page 49: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/49.jpg)
Rates of Development across Languages
- development of phonemic representation slower in less consistent orthographies
- development of grapheme-phoneme recoding skills(“sine qua non” of reading acquisition) alsoslower in less consistent orthographies
![Page 50: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/50.jpg)
Educational Neuroscience
Importance of understanding how the brain encodes information
Importance of understanding how environment shapes the basic encoding
Focus on causal mechanisms of development
Deeper understanding of development
![Page 51: Language Development and the Brain: A Phonological Perspective Usha Goswami Centre for Neuroscience in Education University of Cambridge](https://reader030.vdocument.in/reader030/viewer/2022032722/56649ce65503460f949b4356/html5/thumbnails/51.jpg)
Implications for Language Development Prior to Schooling
Need to hear as much language as possible
Importance of “rich” language
Rich language enhanced in story reading interactions
Entraining the oscillators – activities that emphasise rhythms and metrical structure of speech
- nursery rhymes- poetry- music and singing