July 20, 2023

Statistical learning or phonological universals? Ambient language statistics guide consonant acquisition in four languages

The following paper has just been published.
Contreras Kallens, P., Elmlinger, S., Wang, K., Goldstein, M., Crowe, K., McLeod, S., & Christiansen, M. (2023). Statistical learning or phonological universals? Ambient language statistics guide consonant acquisition in four languages. In I. M. Goldwater, F. K. Anggoro, B. K. Hayes, & D. C. Ong (Eds.), Proceedings of the 45th Annual Conference of the Cognitive Science Society (pp. 3290-3296). https://escholarship.org/uc/item/3wj6767p

Here is the abstract 

What predicts individual differences in children’s acquisition of consonant production across languages? Considerations of children’s development of early speech production have traditionally emphasized inherent physiological constraints of the vocal apparatus that speakers generally have in common (i.e., articulatory complexity). In contrast, we propose a statistical learning account of phonological development, in which phonological regularities of the ambient language guide children’s learning of those regularities in production. Across four languages (English, Spanish, Japanese, and Korean), we utilized recent meta-analytic dataset of age of consonant acquisition spanning 28 studies. High-density measures of children's ambient language environment from over 8,000 transcripts of speech directed to over 1,000 children were used to assess how well the frequency of consonants in childdirected speech predict the age of consonant acquisition. Our results suggest that both frequency and articulatory complexity are related to age of acquisition, with similar results found for English, Spanish, Japanese, and Korean. Consonants heard frequently by children tended to be incorporated into their production repertoires earlier and consonants heard less frequently are incorporated into production repertoires later in development. We discuss future directions that incorporate a statistical learning pathway towards learning to produce the sound patterns of the ambient language. 

Keywords: speech production; language input; language statistics; child-directed speech; phoneme acquisition; statistical learning

Day 3: Graduation at Manchester Metropolitan University

Today was graduation for the students in the Faculty of Health and Education at Manchester Metropolitan University. It was wonderful to celebrate with the students and staff.

MMU Faculty staff

Prof Julie Marshall and Prof Sharynne McLeod


July 19, 2023

Catching up with Grace Kelly in Manchester

Grace Kelly worked with us at Charles Sturt University during 2021 and the beginning of 2022. She was our research assistant on the Say Bananas research. Our research has recently been published:

McLeod, S., Kelly, G., Ahmed, B., & Ballard, K. J. (2023). Equitable access to speech practice for rural Australian children using the SayBananas! mobile game. International Journal of Speech-Language Pathology, Advance online publication. https://doi.org/10.1080/17549507.2023.2205057 

She moved back to the UK just over a year ago - so it was really lovely that she came to Manchester for the evening to catch up.

Day 2: Presentations and meetings at Manchester Metropolitan University

Today Prof Julie Marshall and I gave a MMU Communication Disability and Participation research webinar. We presented a hybrid seminar (online and face-to-face) titled "Using the Sustainable Development Goals to advocate for communication and swallowing disability services: Evidence from a special edition of the International Journal of Speech-Language Pathology"

Here is the abstract

The Sustainable Development Goals (SDGs https://sdgs.un.org/goals) consist of 17 Goals aimed at planet and people and cover many aspects of life on earth. McLeod and Marshall guest edited a Special Issue of the International Journal of Speech-Language Pathology, focused on the SDGs and Communication/ Swallowing Disability. Thirty-six papers, by authors from 36 countries, between them addressed all of the SDGs, demonstrating the importance of communication and swallowing to their achievement (open access - https://www.tandfonline.com/toc/iasl20/25/1). In this presentation and workshop the presenters will summarise the SDGs and key learning from this special edition. Participants will be invited to consider the application of the SDGs to their personal and professional lives
Prof Sharynne McLeod and Prof Julie Marshall at MMU
Manchester Metropolitan University

July 18, 2023

Congratulations Marie

I have just finished reading through the final version of Marie Ireland's PhD by Prior Publication thesis that consists of 13 chapters. Ten chapters are publications and three are exegesis chapters. I have been reading her thesis on planes and across different countries - so it is was exciting to send her the final email moments ago to approve the content for her to finalise and submit when we meet with her co-supervisor Kate Crowe in Iceland next week. It is a shame that her other co-supervisor Sarah Verdon can't join us in person - but will be there cheering from Australia. Congratulations Marie.

Reading Marie's thesis in Salzburg


Day 1: Presentations and meetings at Manchester Metropolitan University

I am a Visiting Professor with Manchester Metropolitan University from March 2022 to March 2024. Today was the first time I actually visited the university, with previous work being undertaken online across timezones between Australia and UK.

Today, I presented a 2.5 hour session titled "Maximising the impact of your communication research using a Research Wellness Checklist" that was  aimed at early and mid career researchers. It was great to have people with a range of research experience and knowledge to share their wisdom and insights.

Next I met Dr Julie Wright, Head of Department, Health Professions and discussed MMU's Good to Great Program. A number of years ago I had been invited to be an international mentor/collaborator for Prof Julie Marshall and the outcome from this collaboration was our special issue of the International Journal of Speech-Language Pathology that addressed the Sustainable Development Goals. We are presenting a seminar on this tomorrow. We discussed how the SDGs are important to all universities, including CSU and MMU.

Later this afternoon we met with Professor Saul Becker (new PVC of the Faculty of Health and Education at MMU) https://www.mmu.ac.uk/individual-profile/professor-saul-becker He is establishing a new Institute for Children’s Futures and has had a long-standing relationship with Australia – including discussing policy issues about children as carers with Julia Gillard when she was PM. At the end of the meeting he shared that a new banner was put up in the Faculty building with the following six words: Research | Education | Training | Policy | Practice | Impact I thought that we were well aligned throughout the conversation – but these six words nailed it! I look forward to further conversations with people at MMU.

Faculty of Health and Education's new banner
Walking in the rain with Prof Julie Marshall to MMU
Prof Julie Marshall, PVC Prof Saul Becker, Prof Sharynne McLeod
Prof Julie Marshall, HOD Dr Julie Wright, Prof Sharynne McLeod
Some of the MMU staff who attended today's research seminar

July 17, 2023

Preparing for a week at Manchester Metropolitan University

 On Sunday I visited my colleague Prof Julie Marshall, and we walked on the spectacular West Pennine Moors discussing the week ahead.


Conversations across Europe

After the ICPLA conference I took some leave to travel across Europe and share time with colleagues and family. It has been fantastic to visit countries I have not visited before including Slovakia and Hungary - but have known about due to collaborations with colleagues over the years. It's also been fun to enjoy summer weather.





July 8, 2023

President of the International Clinical Phonetics and Linguistics Association (ICPLA)

 I am very honoured to report that while in Salzburg, I was nominated and elected as President of the International Clinical Phonetics and Linguistics Association (ICPLA) for the next 4 years. Vice President is A/Prof Joanne Cleland from University of Strathclyde, Scotland, UK and Secretary is Dr Alice Lee from University College Cork in the Republic of Ireland. The editors of Clinical Linguistics and Phonetics (CLP) are Dr Tim Bressman (Canada) and Prof Vesna Stojanovik (UK).

I have had a long-standing relationship with ICPLA. I served as Australiasian representative from 2000-2006, then Vice President from 2006-2018. I have also served on the editorial board of CLP since 2006. I look forward to supporting knowledge exchange between the very diverse international membership of ICPLA.

The conference venue overlooked Fortress Hohensalzburg (Salzburg Castle)

ICPLA executive: Dr Alice Lee, A/Prof Joanne Cleland,
Prof Sharynne McLeod, Prof Vesna Stojanovik


July 6, 2023

ICPLA19 - Poster presentations

Australians have presented three posters at the International Clinical Phonetics and Linguistics Association (ICPLA) symposium:

  • Poster #17 Caitlin Hurley, Sharynne McLeod and Robert Anthonappa: Children’s speech and premature loss of primary maxillary incisors
  • Poster # 27 Sharynne McLeod and Julie Marshall: Accomplishment of the Sustainable Development Goals requires communication
  • Poster #36 Kate Crowe, Harpa Stefánsdóttir, Egill Magnússon, Mark Guiberson, Thora Másdóttir, Ösp Vilberg Baldursdóttir and Inga Ágústsdóttir: How is speech intelligibility measured for children who are d/Deaf or hard of hearing
Caitlin Hurley and Sharynne
Kate Crowe
Kate Crowe and Sharynne

ICPLA19- Day2- Multilingual Children's Speech in 70+ languages

Today, at the International Clinical Phonetics and Linguistics Association Conference in Salzburg, I coordinated a wonderful panel titled "Children’s speech development in 70+ languages and dialects" consisting of 18 presentations over 5 hours with support from Dr Helen Blake and Dr Kate Crowe.

  1. Children’s speech development: Cross-linguistic considerations – Sharynne McLeod, Helen L. Blake, Australia; Kathryn Crowe, Iceland and Australia
  2. Danish children’s speech development – Marit Carolin Clausen, Denmark
  3. Dutch children’s speech development – Anniek van Doornik, Ellen Gerrits, Paula Fikkert, Mieke Beers, The Netherlands
  4. English English children’s speech development – Robert Mayr, Rachael-Anne Knight, Sally Bates, Yvonne Wren, and Sara Howard, United Kingdom
  5. Irish English speech development – Joan Rahilly, Jill Titterington, United Kingdom
  6. Scottish English children’s speech development –James M. Scobbie, Joanne Cleland, Eleanor Lawson, Sonja Schaeffler, Scotland, United Kingdom
  7. Canadian French children’s speech development – Andrea MacLeod, Daniel Bérubé, Susan Rvachew, Canada; Francoise Brosseau-Lapré, USA
  8. Swiss French children’s speech development – Margaret Kehoe, Nathalie Niederberger, Switzerland 
  9. German children’s speech development – Annette Fox-Boyer, Sigrun Lang, Germany 
  10. Standard Greek children’s speech development – Areti Okalidou, Greece; Elena Babatsouli, USA
  11. Cypriot Greek children’s speech development – Kakia Petinou, Cyprus; Elena Babatsouli, USA; Spyros Armostis, Cyprus Hungarian children’s speech development – Krisztina Zajdó, Hungary 
  12. Jamaican Creole children’s speech development – Karla N. Washington, Canada; Kathryn Crowe, Iceland and Australia; Melanie Basinger, Joseph Farquharson, USA
  13. Laki children’s speech development –Akram Ahmadi, Zahra Malmir, Iran; Michelle Pascoe, South Africa; Talieh Zarifian, Marjan Larimian, Iran
  14. Maltese children’s speech development – Helen Grech, Malta 
  15. Norwegian children’s speech development – Kristian E. Kristoffersen, Nina Gram Garmann, Hanne Gram Simonsen, Norway
  16. European Portuguese children’s speech development – Maria João Freitas, Marisa Lousada, Ana Margarida Ramalho, Portugal 
  17. Swedish children’s speech development – Sofia Strömbergsson, Inger Lundeborg Hammarström, Sweden 
It was followed by a rich discussions where we considered the following questions:
  1. What are the common threads you noticed?
  2. Are there any surprises (AHA! moments)?
  3. What are general trends across languages? How many languages follow universal trends and what languages go against those trends?
  4. What will be your takeaway message for families?
  5. What will be your takeaway message (clinical implications) for SLPs/educators/other professionals?
  6. What theories does this speak to?

Thank you to the amazing authors who presented their languages and research so concisely yet comprehensively and the wonderful collegiality amongst nations.

ICPLA19 - Day 2 - Sharing and learning with colleagues and friends

 

Dr Jill Titterington with Sharynne and David

MISLToe International Panel led by Yvonne Wren and Joanne Cleland

Colleagues from Germany and Portugal

Colleagues from Iceland, UK, Canada, Australia

Colleagues from Cyprus, Greece, USA, Denmark, Netherlands, Norway

July 5, 2023

ICPLA19 in Salzburg has begun

The 19th International Clinical Phonetics and Linguistics Association Symposium has begun in Salaburg. What a fabulous venue overlooking Fortress Hohensalzburg (Salzburg Castle). However, the people - friends and colleagues old and new are even better. 

Sharynne at ICPLA 2023



Sharynne McLeod, Caitlin Hurley (Aus), Joanne Cleland (ICPLA Secretary, Scotland), Vesna Stojanovik (ICPLA Vice President, UK), Kate Crowe (Iceland)

Sharynne with Prof Dr Annette Fox-Boyer (Germany)

Sharynne and Caitlin with the Swedish delegation

Sharynne with Prof Martin J. Ball (Wales)

Sharynne with Dr Carol Kit Sum To (Hong Kong, SAR China)


June 29, 2023

Just published: Multilingual speech acquisition by Vietnamese-English–speaking children and adult family members

JUST PUBLISHED: 

McLeod, S., Verdon, S., Margetson, K., Tran, V. H., Wang, C., Phạm, B., To, L., & Huynh, K. (2023). Multilingual speech acquisition by Vietnamese-English–speaking children and adult family members. Journal of Speech, Language, and Hearing Research. https://doi.org/10.1044/2023_JSLHR-21-00669

 Thank you to the whole team the authors and the following (see p. 42 for these acknowledgments) “The authors thank Katherine White, Holly McAlister, Craig Margetson, Olivia Richards, Jake Sheader, and Evelyn Sowter for assistance with data entry and analysis.” 

What a huge achievement to undertake this research and to see it published. This is the LONGEST article I have ever had published in my entire career. We did so much work! Now let’s see it assist speech pathologists, family members (and others) to support children’s speech.

ISB14 conference dinner at the NSW Art Gallery

 








June 28, 2023

Fascinating conversations and people at ISB14

I love face-to-face conferences for the lunch/coffee break conversations.

Some of the excellent conversations I have had have included with members of our Speech-Language-Multilingualism team and

  • Prof Leah Fabiano-Smith from the University of Pittsburgh  - https://www.shrs.pitt.edu/people/leah-fabiano-smith who works with children who speak Spanish and English
  • A/Prof Carmel O'Shannessy from ANU - https://researchers.anu.edu.au/researchers/o-shannessy-c who is just completing her ARC Future Fellowship working with children who speak Arrente and Warlpiri.
  • Prof Felicity Cox from Macquarie University - https://researchers.mq.edu.au/en/persons/felicity-cox who is working on her ARC Future Fellowship for the project Multicultural Australian English: The New Voice of Sydney and an ARC Discovery project grant for the project Child Language, Community Diversity and the Emergence of Sound Change
  • Prof Wigglesworth
  • Dr Robert Mayr from Cardiff University who is working with bilingual Spanish-English speaking children
  • Kate Jones from Western Sydney University - who is working on the OZI-Short Form 
    Holly McAlister, Prof Sharynne McLeod, A/Prof Carmel O'Shannessy

Kate Jones, Kate Margetson, Sharynne, Leah Fabiano-Smith, Holly McAlister




People with disability in Australia 2022 - Statistics about communication disability

IMPORTANT DATA FROM:
 

Australian Institute of Health and Welfare (2022) People with disability in Australia 2022, catalogue number DIS 72, AIHW, Australian Government.

https://www.aihw.gov.au/getmedia/3bf8f692-dbe7-4c98-94e0-03c6ada72749/aihw-dis-72-people-with-disability-in-australia-2022.pdf.aspx?inline=true

Australian Bureau of Statistics’ (ABS) 2018 Survey of Disability, Ageing and Carers (SDAC).

"Nearly one-third (32%) of people with disability – about 1.4 million or 5.7% of the Australian population – have severe or profound disability. This means sometimes or always needing help with daily self-care, mobility or communication activities, having difficulty understanding or being understood by family or friends, or communicating more easily using sign language or other non-spoken forms of communication (ABS 2019a)." (p. 26)

Of people with disability living in households who need help with at least one activity: • the need for help with cognitive or emotional tasks decreases with age (79% or 362,000 of those aged under 25, 45% or 422,000 of those aged 25–64, and 19% or 208,000 of those aged 65 and over) • those aged under 25 are more likely (41% or 187,000) to need help with oral communication than those aged 25–64 (5.9% or 55,000) or 65 and over (5.8% or 64,000) (p. 36)

Of the selected chronic conditions, stroke is associated with a high level of core activity limitation: • 42% (or 37,000) of people with stroke as their main condition have severe or profound core activity limitation • 17% (or 15,000) have mild or moderate core activity limitation • 39% (or 33,000) have no core activity limitations, but may still have disability not related to core activities. Of the selected chronic conditions, asthma is associated with the lowest level of core activity limitation: • 1.5% (or 13,000) of people with asthma as their main condition have severe or profound core activity limitation • 4.6% (or 38,000) have mild or moderate core activity limitation • 94% (782,000) have no core activity limitation, but may still have disability not related to core activities (Figure CHRONIC.3). (p. 96)

Not everyone with disability receives all the help they need from formal services. Common activities for which the need for formal assistance was unmet include: • cognitive or emotional tasks (40% or 286,000 people with disability, aged 64 and under, living in households who need formal assistance with that activity) • communication (38% or 86,000) • property maintenance (31% or 139,000) • household chores (31% or 124,000) • mobility (20% or 98,000) (ABS 2019). The reasons given for not receiving any or more help from an organised service with at least one activity include: • service costs too much (38% or 199,000 people with disability, aged 64 and under, with an unmet need for formal assistance) • did not know of service (18% or 95,000) • not eligible for service (16% or 84,000) • service does not provide sufficient hours (14% or 73,000) • unable to arrange service (14% or 72,000) • no service available (13% or 68,000) (ABS 2019). Reasons for not receiving any or more help from an organised service with at least one activity differ by remoteness. Among people with disability aged 64 and under, with an unmet need for formal assistance: • people living in Outer regional and remote areas are more likely (24% or 15,000) not to receive help due to no service being available than those living in Major cities (9% or 31,000) • people living in Inner regional areas are more likely (23% or 26,000) not to receive help due to not being eligible for service than those living in Major cities (14% or 49,000) and Outer regional and remote areas (15% or 9,000) • people living in Major cities are more likely (40% or 140,000) not to receive help due to service costing too much than those living in Outer regional and remote areas (27% or 16,000) (ABS 2019). (p. 133)

Household, Income and Labour Dynamics in Australia (HILDA) Survey

Difficulties experienced. Some people with disability experience difficulties at their school or educational institution, such as learning, fitting in socially and communicating. 

School students (primary and secondary). Not all school students (aged 5–18) with disability have difficulty at their school – more than one-third (36% or 135,000) do not. Some who have no difficulty have a schooling restriction (16% of school students with disability, or 61,000) while others do not (20% of school students with disability, or 76,000). This varies by disability group and remoteness: • More than 4 in 5 (81% or 122,000) students with psychosocial disability have difficulty at school compared with 3 in 5 (59% or 54,000) of those with physical disability. • More than two-thirds (69% or 59,000) of students living in Inner regional areas have difficulty compared with 3 in 5 (59% or 23,000) of those living in Outer regional and remote areas (ABS 2019). 

Of those who have difficulty at school, the most common experienced are: 

• learning difficulties (68% or 165,000) 

• fitting in socially (56% or 137,000) 

• communication difficulties (44% or 107,000) 

• intellectual difficulties (22% or 54,000) 

• sports participation (17% or 42,000) 

• difficulty sitting (15% or 37,000) (ABS 2019). (pp. 298-299)

Non-school students Not all non-school students with disability have difficulty at their educational institution – almost three-quarters (74% or 137,000) do not. Some with no difficulty have a nonschool educational restriction (19% of non-school students with disability, or 35,000) while others do not (53% of non-school students with disability, or 99,000). Of those who have difficulty, the most common experienced are: • learning difficulties (32% or 17,000) • fitting in socially (25% or 13,000) • communication difficulties (20% or 11,000) (ABS 2019).


References

ABS (Australian Bureau of Statistics) (2019) Microdata: disability, ageing and carers, Australia, 2018, ABS cat. no. 4430.0.30.002, ABS, AIHW analysis of TableBuilder data, accessed 14 October 2021. https://www.abs.gov.au/statistics/microdatatablebuilder/available-microdata-tablebuilder/disability-ageing-and-carers-australia

DSS (Department of Social Services) and MIAESR (Melbourne Institute of Applied Economic Social Research) (2019) The Household, Income and Labour Dynamics in Australia (HILDA) Survey, general release 18 (wave 17), doi:10.26193/IYBXHM, ADA Dataverse, AIHW analysis of unit record data, accessed 15 December 2021.


June 27, 2023

Child Language Teaching and Therapy editorial board meeting

Tonight I attended the 2023 editorial board meeting for Child Language Teaching and Therapy. I have been on the board since 2007. In 2022 there were over 130,000 downloads. The 2022 impact factor will be released tomorrow. In 2021 the impact factor was 0.912. There have been and will be a number of changes in impact factor methodology over the past few years - including that tomorrow the impact factors go from 3 decimal places to 1.

The meeting indicated that there continue to be manuscript submissions from across the world. 14 articles/323 pages were published in 2022 - there is a flexible page budget. In 2022 there was an 18% acceptance rate.

International Symposium on Bilingualism (ISB14) - presentations from CSU

There were three presentations from CSU at this week's International Symposium on Bilingualism (ISB14) at Macquarie University in Sydney:

  • Keynote - "Cross-linguistic perspectives on children’s speech development" - Sharynne McLeod
  • Workshop - "Home language maintenance: Connecting children, families and classrooms" - VietSpeech (Sharynne McLeod, Kate Margetson, Van Tran) and Little Multilingual Minds (Paola Escudero, Gloria Pino Escobar, Chloé Diskin-Holdaway)
  • Poster - "Speech sound development of Fijian school-aged children" - Holly McAlister, Suzanne Hopf & Sharynne McLeod

Holly McAlister presented her research

Sharynne's keynote

Dr Van Tran, Prof Sharynne McLeod, Dr Chloé Diskin-Holdaway,
Prof Paola Escudero, Dr Gloria Pino Escobar, Kate Margetson

VietSpeech superheros ready for the workshop
Kate Margetson, Sharynne McLeod, Van Tran