Vocal development in infants with Down syndrome and infants who are developing normally.

The development of early vocalizations was investigated with 13 infants who had Down syndrome and 27 infants who were developing normally at bimonthly intervals from 4 to 18 months of age. A perceptually based framework was used to categorize utterances according to their developmental relations with adult, well-formed, or "canonical" syllables. Over time, both groups demonstrated increased production of mature vowel and canonical consonant-vowel syllables (characterized by full vowels, consonants, and rapid, well-coordinated articulatory movements) and decreased production of less mature "quasi-vowel" and marginal syllables. Infants in both groups were also quite variable in vocal development, both within group and across time.

Onset of speech-like vocalizations in infants with Down syndrome.

Canonical babbling of infants with and without Down syndrome was compared. Infants with Down syndrome and typically developing infants began canonical babbling in the first year of life, but the infants with Down syndrome began 2 months later. Once begun, their canonical babbling was less stable than that of typically developing infants. Age at onset of canonical babbling for the infants with Down syndrome was correlated with their scores at 27 months of age on the Early Social-Communication Scales. The results of this study suggest that Down syndrome influences vocal development in the first year of life and that early vocal development is related, possibly in combination with motoric and cognitive factors, to later social and communicative functioning of children with Down syndrome.

Classification of audiograms by sequential testing: reliability and validity of an automated behavioral hearing screening algorithm.

In 1990, CAST (classification of audiograms by sequential testing) was proposed and developed as an automated, innovative approach to screening infant hearing using a modified Bayesian method. The method generated a four-frequency audiogram in a minimal number of test trials using VRA (visual reinforcement audiometry) techniques. Computer simulations were used to explore the properties (efficiency and accuracy) of the paradigm. The current work is designed to further test the utility of the paradigm with human infants and young children. Accordingly, infants and children between 6 months and 2 years of age were screened for hearing loss. The algorithm's efficacy was studied with respect to validity and reliability. Validity was evaluated by comparing CAST results with tympanometric data and outcomes of staircase-based testing. Test-retest reliability was also assessed. Results indicate that CAST is a valid, efficient, reliable, and potentially cost-effective screening method.

Effects of aging on processing of novel musical structure.

Musical processing involves long-term memory representations of invariant properties of auditory patterns and working memory representations of patterns heard in the present moment. Musical scales are formalized sets of pitches on which much of musical composition and improvisation is based, and frequency relations among scale notes are invariant within categorical boundaries. Studies of young adults have indicated that adjustments of frequency relations are better detected when melodies are based on culturally familiar scales than on culturally unfamiliar scales. A proposed account for this finding has been that knowledge about musical frequency relations is stored in long-term memory. In the present study, old and young adults performed equivalently well in detection of frequency relation adjustments in a culturally familiar scale context, but young adults performed better than old adults in culturally unfamiliar scale contexts. The performance of old adults in a culturally unfamiliar scale context was correlated with high-frequency (8 kHz) hearing sensitivity. These findings suggest that influences of aging on processing of auditory events involve relations of auditory cognition and hearing sensitivity.

Phrasing in prelinguistic vocalizations.

Phrasing is a universal characteristic of human communication, and the present investigation explored its developmental roots in nonvegetative, prelinguistic vocalizations. Adult judges identified a hierarchical arrangement of syllables embedded within utterances and utterances embedded within prelinguistic phrases in the vocalizations of infants. Prelinguistic phrases were characterized by systematic lengthening of phrase final syllables, temporal patterning, and stable durations across development that were similar to those of some cross-culturally optimal rhythmic units from other domains. Analyses of vocalizations of infants with Down syndrome indicated similar internal structure of prelinguistic phrases to those of typically developing infants, but with longer durations. These findings suggest that relative durational characteristics of prelinguistic phrasing are stable features of early vocal behavior, although the absolute durational characteristics of prelinguistic phrases can be impacted by a complex and severe disorder such as Down syndrome.

Speech-like vocalizations in infancy: an evaluation of potential risk factors.

This work reports longitudinal evaluation of the speech-like vocal development of infants born at risk due to prematurity or low socio-economic status (SES) and infants not subject to such risk. Twenty infants were preterm (10 of low SES) and 33 were full term (16 of low SES), and all were studied from 0;4 through 1;6. The study provides the indication that at-risk infants are not generally delayed in the ability to produce well-formed speech-like sounds as indicated in tape-recorded vocal samples. At the same time, premature infants show a tendency to produce well-formed syllables less consistently than full terms after the point at which parents and laboratory personnel note the onset of the canonical babbling stage (the point after which well-formed syllables are well established in the infant vocal repertoires). Further, even though low SES infants produce well-formed speech-like structures on schedule, they show a reliably lower tendency to vocalize in general, as reflected by fewer utterances per minute in recorded samples.

Early vocal development in tactually aided children with severe-profound hearing loss.

The vocalizations of six children with severe-profound hearing loss were audio-recorded in two conditions during individual speech-language intervention sessions: (a) auditory amplification alone, and (b) auditory amplification plus the Tactaid II, a two-channel vibrotactile device (Franklin, 1986). Utterances were categorized according to the infraphonological framework described by Oller (1980, 1986) and Oller and Lynch (1992). Vocalizations were categorized in a developmental framework relative to mature speech. Those utterances containing well-formed consonant-vowel syllables were transcribed with broad phonetic transcription and analyzed at both the syllabic and segmental levels. Statistically significant differences were found between the two conditions for vocal volubility (i.e., quantity of vocalizations produced); subjects vocalized more when using both auditory amplification and the Tactaid II together than with auditory amplification alone. Trends in the early vocal development of these children with severe-profound hearing loss are described at the infraphonologic, segmental, and syllabic levels.

Speech perception in adult subjects with familial dyslexia.

Speech perception was investigated in a carefully selected group of adult subjects with familial dyslexia. Perception of three synthetic speech continua was studied: /a/-/e/, in which steady-state spectral cues distinguished the vowel stimuli; /ba/-/da/, in which rapidly changing spectral cues were varied; and /sta/-/sa/, in which a temporal cue, silence duration, was systematically varied. These three continua, which differed with respect to the nature of the acoustic cues discriminating between pairs, were used to assess subjects' abilities to use steady state, dynamic, and temporal cues. Dyslexic and normal readers participated in one identification and two discrimination tasks for each continuum. Results suggest that dyslexic readers required greater silence duration than normal readers to shift their perception from /sa/ to /sta/. In addition, although the dyslexic subjects were able to label and discriminate the synthetic speech continua, they did not necessarily use the acoustic cues in the same manner as normal readers, and their overall performance was generally less accurate.