Learning to Understand Child-directed and Adult-directed Speech
This addresses the problem of understanding speech processing differences for language acquisition research, but it is incremental as it builds on known distinctions between CDS and ADS.
The study investigated whether child-directed speech (CDS) aids in learning to extract semantic information from speech, finding that CDS helps in early learning stages, but models trained on adult-directed speech (ADS) eventually achieve comparable performance and generalize better, with results suggesting linguistic properties play a key role.
Speech directed to children differs from adult-directed speech in linguistic aspects such as repetition, word choice, and sentence length, as well as in aspects of the speech signal itself, such as prosodic and phonemic variation. Human language acquisition research indicates that child-directed speech helps language learners. This study explores the effect of child-directed speech when learning to extract semantic information from speech directly. We compare the task performance of models trained on adult-directed speech (ADS) and child-directed speech (CDS). We find indications that CDS helps in the initial stages of learning, but eventually, models trained on ADS reach comparable task performance, and generalize better. The results suggest that this is at least partially due to linguistic rather than acoustic properties of the two registers, as we see the same pattern when looking at models trained on acoustically comparable synthetic speech.