This paper demonstrates the use of nonlinear image decomposition, in the form of a sieve, applied to the task of audiovisual speech recognition of a database of the letters A–Z for ten talkers. A scale based feature vector is formed directly from the grayscale pixels of an image containing the talkers mouth on a per frame basis. This is independent of image amplitude and position information an...

Many developmental studies have pointed out the relationship between children’s ability of object cognition and word learning. In this study, the relationship between object segregation and feature bias to objects in word generalization was investigated with a connectionist model. In particular, the model focused on building feature and object representation from simple visual images. Some prev...

The present study investigated the validity of the MacArthur-Bates Communicative Development Inventory (CDI) for a group of toddlers 30 months of age. Study 1 examined the concurrent validity of the CDI for a group of 38 late talkers. Significant correlations were found between the CDI and direct measures of language abilities. Study 2 used likelihood ratio analysis to determine how well the CD...

In typical development, word learning goes from slow and laborious to fast and seemingly effortless. Typically developing 2-year-olds are so skilled at learning noun categories that they seem to intuit the whole range of things in the category from hearing a single instance named – they are biased learners. This is not the case for children below the 20th percentile on productive vocabulary (la...

Both small-scale and epidemiological longitudinal studies of early language delay indicate that most late talkers attain language scores in the average range by age 5, 5, or 7. However, late talker groups typically obtain significantly lower scores than groups with typical language histories on most language measures into adolescence. These findings support a dimensional account of language del...

Children with slow expressive language development (SELD) as toddlers and a control group of children with normal language development (NL) were followed to early school age. Children with SELD were, at that point, subdivided into two groups: those who had moved within the normal range of expressive language (the History of Expressive Language Delay [HELD] subgroup); and those who continued to ...