- Defining Cognitive Science: Language generality and syllable encoding
- Defining Cognitive Science: Teaching Cognitive Science
- Defining Cognitive Science: Mark Blair
- Defining Cognitive Science: What are (statistical) model assumptions about?
- Lab Pizza: Language Production Lab & Language Learning and Development Lab
- LING/COGS Colloquium: Audio-visual alignment in speech perception
- LING/COGS Colloquium: How should we sound when we talk to babies? Rethinking what we know about the phonetics and phonology of infant directed speech
- Defining Cognitive Science: The Eighteenth-Century Origins of the Concept of Mixed-Strategy Equilibrium
- Defining Cognitive Science: Prediction during language comprehension
In contemporary research on language development, there is a renewed focus on what babies (should) hear. For example, public initiatives, like the “30-million word gap” or “Providence Talks,” apply normative standards to the quantity of richness of parent talk, while other research trends identify socio-pragmatic features of ‘high-quality’ parent talk. Here, I review research that questions this normative perspective to the phonetics and phonology of infant-directed speech, or IDS: Does everyone speak to babies using higher pitch, slower speech rates, and more variable articulation, etc. … and if not, should they? I will then present work taht examines these issues in two ways. First, I report an analysis of IDS phonetics from a large corpus of urbanized North American caregivers, asking whether the enhancement of prosodic features is correlated with other ‘positive’ estimates of parent talk. Second, I report a cross-cultural comparison of IDS from Canadian and ni-Vanuatu mothers. Results, with prior work, suggest serious problems for normative approaches to IDS phonetics.