Indiana University

The Speech Research Laboratory is a part of the Psychological and Brain Sciences department at Indiana University in Bloomington.
1101 E. 10th Street
Bloomington, IN 47405

Archive for March, 2014

24th Mar 2014

Speech Research Lab Meeting – Friday March 28 – Marc Bornstein

This week’s SRL meeting is presented jointly with the Developmental Seminar and we are pleased to welcome Dr. Marc Bornstein from the NIH. The title and abstract for the talk are provided below. All are welcome and invited to attend.

Where: Psychology Conference Room 128
When: Friday, March 28, 1:30pm

Title: A Behavioral Neuroscience of Parenting
Marc H. Bornstein
Editor, Parenting: Science and Practice
Eunice Kennedy Shriver National Institute of Child Health and Human Development

Human caregiving has evolutionary bases and is constituted of many highly conserved actions.  Infant cries capture our attention, and we cannot resist reacting to them. When we engage infants, we unconsciously, automatically, and thoroughgoingly change our speech – in prosody, lexicon, syntax, pragmatics, and content – and do so knowing full well babies cannot understand what we say. Behavioral and cultural study reveal some universal forms of parenting that guide formulating testable hypotheses about autonomic and central nervous system substrates of parenting.  In this talk, I first discuss parenting and a general orientation toward this evolutionarily significant and individually important activity in terms of its nature, structure, and goals. Next, I review behavioral and cross-cultural research designed to uncover commonly expressed – perhaps universal — approaches to parenting infants and young children.  I then turn to describe an experimental neuroscience of parenting in studies of autonomic nervous system reactivity (in vagal tone and thermoregulation) and central nervous system function (using TMS, EEG/ERP, and fMRI). Because the intersection of parenting and neuroscience is still a rather new discipline, I forecast some frontiers of this budding field before reaching some general conclusions.  I hope that my talk will have value and meaning for experimentalists to understand process; for developmentalists to understand process through time; and for clinicians, to understand process through time to improve life and well-being in children, parents, and families.

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03rd Mar 2014

Speech Research Lab Meeting – March 7 – Irina Castellanos

For this week’s SRL meeting, postdoctoral research fellow Dr. Irina Castellanos will present a WIPI-style talk to discuss some preliminary data from her current research project.

The title and brief abstract are below, all are invited and welcome to attend.

Where: Psychology room 128

When: Friday, March 7, 1:30pm

Title: Spoken word learning in infants with hearing loss: The role of parent interactions.

Abstract: Language serves as a foundation for social and cognitive development. As compared to normal hearing (NH) peers, many deaf infants with hearing aids (HAs) and cochlear implants (CIs) display speech and language delays throughout childhood. Predictors for speech and language performance include, for example, age at implantation (Houston & Miyamoto, 2010), amount of residual hearing (El-Hakim et al., 2001), and communication mode (Kirk, Miyamoto, Ying, Perdew, & Zuganelis, 2000). After accounting for these factors, considerable individual differences remain. In the present study, we investigated the role of parents’ scaffolding of attention on hearing-impaired infants’ novel word learning. Previous research indicates that NH infants’ early word learning is facilitated when parents’ labeling of novel objects is synchronized with infants’ self-directed looking and touching of the novel objects (Yu & Smith, 2012). For hearing-impaired children, research indicates that parents use more directive parenting styles than parents of NH children(Meadow-Orlans, 1997). We predict that parent-infant coordination of looking and touching behavior may be influenced by the infants’ hearing status and that differences may be predictive of infants’ word learning.

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