# Studies in Progress

## Current  experimental data collection

{% embed url="<https://docs.google.com/spreadsheets/d/1h9j7t1oPMoIsKWvJCZDGL2F6OlziN_s2wBhlTlvGyr4/edit?usp=sharing>" %}

## Current corpus annotation

[**VIHI Corpus**](https://gitbook.bergelsonlab.com/vihi/vihi-corpus)**: Using ACLEW style annotation plus lab-specific annotation additions to transcibe intervals from LENA recordings of blind and Deaf/HOH infants and young children.**

##

## Past Data Collection/Annotation

| **Eye tracking**                                                                                                                                                                                                                                          | **Habituation**                                                                                                                                                      | **EEG**                                                                                                                                                                                                                                  | **SEEDLingS Corpus**                                                                                                                                                                                                                                      |
| --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | -------------------------------------------------------------------------------------------------------------------------------------------------------------------- | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- | --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- |
| <p><strong>PB - Shannon & Sarah</strong></p><p><strong>(Picture Book)</strong></p><p>Is it more difficult for infants to learn a phonologically or a semantically competitive word</p>                                                                    | <p><strong>SRD - Shannon</strong></p><p><strong>(Semantically Related)</strong></p><p>Is real-time word comprehension affected by semantic relatedness</p>           | <p><strong>VIMP- Erin</strong></p><p>Child listens to real words and nonsense words. Brain activity output will be compared across ages and VI vs TD to understand how these variances affect how children process sounds and words.</p> | <p><strong>SF5 - Shannon</strong></p><p>How does home language environment in infancy affect later language ability. Going back to Rochester to see SEEDLingS babies.</p>                                                                                 |
| <p><strong>VNA - Charlotte</strong></p><p><strong>(Verb)</strong></p><p><strong>16-20mo, 24-28mo</strong></p><p>Do toddlers notice mispronunciations in verbs</p>                                                                                         | <p><strong>SWITCH- Federica</strong><br>How does within- and between-talker variability shape word representation</p>                                                | **Torkildsen- Charles**                                                                                                                                                                                                                  | **Mass/Count - Charlotte** How do mass and count nouns appear to babies in their home environment?                                                                                                                                                        |
| <p><strong>Nalts - Charlotte</strong></p><p>16-20mo</p><p>(finished collecting data)</p>                                                                                                                                                                  | <p><strong>LSTVS - Federica</strong></p><p><strong>(Talker Variability)</strong></p><p>How does within- and between-talker variability shape word representation</p> |                                                                                                                                                                                                                                          | <p><strong>Wordplay - Charlotte</strong></p><p>Does hearing a lot of surface forms for the same concept matter for learning (foot, footsy)</p>                                                                                                            |
| <p><strong>CAC- Jing</strong><br>Do adults use mutual exclusivity when hearing co-articulated and entirely novel word forms?</p>                                                                                                                          | <p><strong>PenguinRV- Lilli</strong><br>Are children able to use the verb-event link & frequent frames to fast map verb meanings at 14 months?</p>                   |                                                                                                                                                                                                                                          | <p><strong>PLEARN - Stephan</strong></p><p>Can children 2-3 use plural morphology in their own speech? How does it depend on the phonetic form of the plural or novelty of the noun? How does this relate to their receptive knowledge of the plural?</p> |
| <p><strong>DSC - Hallie</strong></p><p><strong>(Duke Seedlings Control)</strong></p><p>Duke babies serve as control for Rochester babies</p>                                                                                                              | <p><strong>ASP- Sophie & Federica</strong><br>How does variability in accented speech shape word recognition?</p>                                                    |                                                                                                                                                                                                                                          | **Annotation checks - RAs** Checking annotations linguistic environment influences the words they know.                                                                                                                                                   |
| <p></p><p><strong>PLEARN-</strong> Stephan Do children 2-3 understand plural morphology in fluent speech? How does it depend on the phonetic form of the plural or novelty of the noun? How does it related to their abilities to produce the plural?</p> |                                                                                                                                                                      |                                                                                                                                                                                                                                          | <p><strong>TV - Federica</strong></p><p><strong>(Talker Variability)</strong></p><p>How does within- and between-talker variability shape word representation- From Seedlings</p>                                                                         |
| **Himp (Hearing Impaired)** **- Erin** Eye tracking study to learn more about word learning in babies with cochlear implants                                                                                                                              |                                                                                                                                                                      |                                                                                                                                                                                                                                          | **ACLEW transcriptions - RAs** Transcribing short snippets of 16 hour recordings.                                                                                                                                                                         |
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