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Despite the fact that in most communities interaction occurs between the child and multiple speakers, most previous research on input to children focused on input from mothers. We annotated recordings of Sesotho-learning toddlers living in non-industrial Lesotho in South Africa, and French-learning toddlers living in urban regions in France. We examined who produced the input (mothers, other children, adults), how much input was child directed, and whether and how it varied across speakers. As expected, mothers contributed most of the input in the French recordings. However, in the Sesotho recordings, input from other children was more common than input from mothers or other adults. Child-directed speech from all speakers in both cultural groups showed similar qualitative modifications. Our findings suggest that input from other children is prevalent and has similar features as child-directed from adults described in previous work, inviting cross-cultural research into the effects of input from other children.

Foreign accents have been shown to have considerable impact on how language is processed [1]. However, the impact of a foreign accent on semantic processing is not well understood. Conflicting results have been reported by previous event-related potential (ERP) studies investigating the impact of foreign-accentedness on the N400 effect elicited by semantic violations. Furthermore, these studies have only examined a subset of the four characteristics of the N400 (i.e. onset latency, latency, amplitude, and scalp distribution), and have been conducted in linguistic environments where foreign-accented speech is relatively uncommon. The current study therefore compared the N400 effect elicited by semantic violations in native Australian English vs. Mandarin-accented English, in a context where foreign-accented speech is common. Factors which may be responsible for individual variability in N400 amplitude were also investigated. The results showed no differences between the N400s elicited by native and foreign-accented speech in any of the four aforementioned characteristics. However, the analysis of individual variability revealed an effect of familiarity with foreign-accented speech on the amplitude of N400 effects for semantic violations. An effect of working memory capacity on N400 amplitude was also found. These findings highlight the relevance of the ambient linguistic environment for studies of speech processing, and demonstrate the interacting influences of both speaker- and listener-related factors on semantic processing.

High levels of maternal responsiveness are associated with healthy cognitive and emotional development in infants. However, depression and anxiety can negatively impact individual mothers’ responsiveness levels and infants’ expressive language abilities. Australian mother-infant dyads (N = 48) participated in a longitudinal study examining the effect of maternal responsiveness (when infants were 9- and 12-months), and maternal depression and anxiety symptoms on infant vocabulary size at 18-months. Global maternal responsiveness ratings were stronger predictors of infants’ vocabulary size than levels of depression and anxiety symptoms. However, depression levels moderated the effect of maternal responsiveness on vocabulary size. These results highlight the importance of screening for maternal responsiveness–in addition to depression–to identify infants who may be at developmental risk. Also, mothers with elevated depression need support to first reduce their symptoms so that improvements in their responsiveness have the potential to be protective for their infant’s language acquisition.

Researchers have long noted that children's grammatical morphemes are variably produced, raising questions about when and how grammatical competence is acquired. This study examined the spontaneous production of determiners by two French-speaking children aged 1 ; 5–2 ; 5. It found that determiners were produced earlier with monosyllabic words, and later with disyllabic and trisyllabic words. This suggests that French-speaking children's early determiners are prosodically licensed as part of a binary foot, with determiners appearing more consistently only once prosodic representations become more complex. This study therefore provides support for the notion that grammatical morphemes first appear in prosodically licensed contexts, suggesting that some of the early variability in morphological production is systematic and predictable.

Researchers have long been puzzled by children's variable omission of grammatical morphemes, often attributing this to a lack of semantic or syntactic competence. Recent studies suggest that some of this variability may be due to phonological constraints. This paper explored this issue further by conducting a longitudinal study of five English-speaking one- to two-year-olds' acquisition of articles. It found that most children were more likely to produce articles when these could be produced as part of a disyllabic foot. However, acoustic analysis revealed that one child initially produced all articles as independent prosodic words. These findings confirm that some of the variable production of articles is conditioned by constraints on children's early phonologies, providing further support for the Prosodic Licensing Hypothesis. They also hold important implications for our understanding of the emergence of syntactic knowledge.

Purpose: Open-plan classroom styles are increasingly being adopted in Australia despite evidence that their high intrusive noise levels adversely affect learning. The aim of this study was to develop a new Australian speech perception task (the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test) and use it in an open-plan classroom to assess how intrusive noise affects speech perception. Method: The first part of this article describes how the online 4-picture choice speech perception task materials were created. The second part focuses on the study involving twenty-two 5- to 6-year-old children in an openplan classroom who completed the task while other classes engaged in quiet and noisy activities. Results: Children's performance accuracy, number of responses, and speed were lower in the noisy condition compared with the quiet condition. In addition, children's speech perception scores decreased the farther away they were seated from the loudspeaker. Overall, the children understood and were engaged in the task, demonstrating that it is an appropriate tool for assessing speech perception live in the classroom with 5- to 6- year-old children. Conclusions: The results suggest that the Mealings, Demuth, Dillon, and Buchholz Classroom Speech Perception Test is a helpful tool for assessing speech perception in classrooms and that it would be beneficial to use in future research investigating how classroom design and noise affect speech perception.

Werker provides a compelling story for how infants’ speech perceptual abilities develop and change over the first years of life. Less well understood is the relationship between perception and production abilities. Given pervasive evidence of individual differences in production, this raises many questions about possible individual differences in perception as well, and how this might influence the course of language acquisition more generally. This Commentary reviews some of the types of individual differences found in production, some of what we know about how these are linked to perception, and areas for further research.

Maternal depression and anxiety have been proposed to increase the risk of adverse outcomes of language development in the early years of life. This study investigated the effects of maternal depression and anxiety on language development using two approaches: (i) a categorical approach that compared lexical abilities in two groups of children, a risk group (mothers with clinical-level symptomatology) and a control non-risk group, and (ii) a continuous approach that assessed the relation between individual mothers’ clinical and subclinical symptomatology and their infants’ lexical abilities. Infants’ lexical abilities were assessed at 18 months of age using an objective lexical processing measure and a parental report of expressive vocabulary. Infants in the risk group exhibited lower lexical processing abilities compared to controls, and maternal depression scores were negatively correlated to infants’ lexical processing and vocabulary measures. Furthermore, maternal depression (not anxiety) explained the variance in infants’ individual lexical processing performance above the variance explained by their individual expressive vocabulary size. These results suggest that significant differences are emerging in 18-month-old infants’ lexical processing abilities, and this appears to be related, in part, to their mothers’ depression and anxiety symptomatology during the postnatal period.

Background Indigenous infants and children in Australia, especially in remote communities, experience early and chronic otitis media (OM) which is difficult to treat and has lifelong impacts in health and education. The LiTTLe Program (Learning to Talk, Talking to Learn) aimed to increase infants’ access to spoken language input, teach parents to manage health and hearing problems, and support children’s school readiness. This paper aimed to explore caregivers’ views about this inclusive, parent-implemented early childhood program for 0–3 years in an Aboriginal community health context. Methods Data from in-depth, semi-structured interviews with 9 caregivers of 12 children who had participated in the program from one remote Aboriginal community in the Northern Territory are presented. Data were analysed thematically. Caregivers provided overall views on the program. In addition, three key areas of focus in the program are also presented here: speech and language, hearing health, and school readiness. Results Caregivers were positive about the interactive speech and language strategies in the program, except for some strategies which some parents found alien or difficult: such as talking slowly, following along with the child’s topic, using parallel talk, or baby talk. Children’s hearing was considered by caregivers to be important for understanding people, enjoying music, and detecting environmental sounds including signs of danger. Caregivers provided perspectives on the utility of sign language and its benefits for communicating with infants and young children with hearing loss, and the difficulty of getting young community children to wear a conventional hearing aid. Caregivers were strongly of the opinion that the program had helped prepare children for school through familiarising their child with early literacy activities and resources, as well as school routines. But caregivers differed as to whether they thought the program should have been located at the school itself. Conclusions The caregivers generally reported positive views about the LiTTLe Program, and also drew attention to areas for improvement. The perspectives gathered may serve to guide other cross-sector collaborations across health and education to respond to OM among children at risk for OM-related disability in speech and language development.