Cochlear implants (CI) significantly improve spoken language in children with severe-to-profound sensorineural hearing loss (SNHL), yet outcomes remain more variable than in children with normal hearing. This variability cannot be reliably predicted for individual children using age at implantation or residual hearing. This study aims to compare the accuracy of traditional machine learning (ML) to deep transfer learning (DTL) algorithms to predict post-CI spoken language development of children with bilateral SNHL using a binary classification model of high versus low language improvers. A total of 278 implanted children enrolled from three centers. The accuracy, sensitivity and specificity of prediction models based upon brain neuroanatomic features using traditional ML and DTL learning. DTL prediction models using bilinear attention-based fusion strategy achieved: accuracy of 92.39% (95% CI, 90.70%-94.07%), sensitivity of 91.22% (95% CI, 89.98%-92.47%), specificity of 93.56% (95% CI, 90.91%-96.21%), and area under the curve (AUC) of 0.977 (95% CI, 0.969-0.986). DTL outperformed traditional ML models in all outcome measures. DTL was significantly improved by direct capture of discriminative and task-specific information that are advantages of representation learning enabled by this approach over ML. The results support the feasibility of a single DTL prediction model for language prediction of children served by CI programs worldwide.

Large Language Models (LLMs), predominantly trained on adult conversational data, face significant challenges when generating authentic, child-like dialogue for specialized applications. We present a comparative study evaluating five different LLMs (GPT-4, RUTER-LLAMA-2-13b, GPTSW, NorMistral-7b, and NorBloom-7b) to generate age-appropriate Norwegian conversations for children aged 5 and 9 years. Through a blind evaluation by eleven education professionals using both real child interview data and LLM-generated text samples, we assessed authenticity and developmental appropriateness. Our results show that evaluators achieved strong inter-rater reliability (ICC=0.75) and demonstrated higher accuracy in age prediction for younger children (5-year-olds) compared to older children (9-year-olds). While GPT-4 and NorBloom-7b performed relatively well, most models generated language perceived as more linguistically advanced than the target age groups. These findings highlight critical data-related challenges in developing LLM systems for specialized applications involving children, particularly in low-resource languages where comprehensive age-appropriate lexical resources are scarce.

This paper introduces an automated framework WSW2.0 for analyzing vocal interactions in preschool classrooms, enhancing both accuracy and scalability through the integration of wav2vec2-based speaker classification and Whisper (large-v2 and large-v3) speech transcription. A total of 235 minutes of audio recordings (160 minutes from 12 children and 75 minutes from 5 teachers), were used to compare system outputs to expert human annotations. WSW2.0 achieves a weighted F1 score of .845, accuracy of .846, and an error-corrected kappa of .672 for speaker classification (child vs. teacher). Transcription quality is moderate to high with word error rates of .119 for teachers and .238 for children. WSW2.0 exhibits relatively high absolute agreement intraclass correlations (ICC) with expert transcriptions for a range of classroom language features. These include teacher and child mean utterance length, lexical diversity, question asking, and responses to questions and other utterances, which show absolute agreement intraclass correlations between .64 and .98. To establish scalability, we apply the framework to an extensive dataset spanning two years and over 1,592 hours of classroom audio recordings, demonstrating the framework's robustness for broad real-world applications. These findings highlight the potential of deep learning and natural language processing techniques to revolutionize educational research by providing accurate measures of key features of preschool classroom speech, ultimately guiding more effective intervention strategies and supporting early childhood language development.

The study investigates the efficacy of pre-trained language models (PLMs) in analyzing argumentative moves in a longitudinal learner corpus. Prior studies on argumentative moves often rely on qualitative analysis and manual coding, limiting their efficiency and generalizability. The study aims to: 1) to assess the reliability of PLMs in analyzing argumentative moves; 2) to utilize PLM-generated annotations to illustrate developmental patterns and predict writing quality. A longitudinal corpus of 1643 argumentative texts from 235 English learners in China is collected and annotated into six move types: claim, data, counter-claim, counter-data, rebuttal, and non-argument. The corpus is divided into training, validation, and application sets annotated by human experts and PLMs. We use BERT as one of the implementations of PLMs. The results indicate a robust reliability of PLMs in analyzing argumentative moves, with an overall F1 score of 0.743, surpassing existing models in the field. Additionally, PLM-labeled argumentative moves effectively capture developmental patterns and predict writing quality. Over time, students exhibit an increase in the use of data and counter-claims and a decrease in non-argument moves. While low-quality texts are characterized by a predominant use of claims and data supporting only oneside position, mid- and high-quality texts demonstrate an integrative perspective with a higher ratio of counter-claims, counter-data, and rebuttals. This study underscores the transformative potential of integrating artificial intelligence into language education, enhancing the efficiency and accuracy of evaluating students' writing. The successful application of PLMs can catalyze the development of educational technology, promoting a more data-driven and personalized learning environment that supports diverse educational needs.

Recursion is the nature of human natural language. Since Chomsky proposed generative grammar, many scholars have studied recursion either theoretically or empirically. However, by observing children's acquisition of tail recursion sequences, we can verify the nativism of language supported by universal grammar and reveal the cognitive mechanism of human brain. To date, our understanding of children's acquisition path of recursion and influencing factors still remain controversial. This systematic review summarizes the research of tail recursive sequence by taking possessive recursion and locative recursion as examples, focusing on the experimental methods, acquisition paths, and influencing factors of tail recursive sequence. The current behavioural experiments reveal that, the debate about children's performance revolves around: 1) Gradual acquisition or synchronous acquisition. 2) symmetry or asymmetry between the acquisition of locative recursion sequences and possessive recursion sequences. We presume that children can acquire recursion quickly in a short period of time thanks to the language acquisition device, though there are also scholars who believe that a third factor also plays a role.

Language is the cornerstone of human communication, and the complexity of language lies in the diversity and recursion of its structure. Chomsky (1957) introduced the concept of recursion into natural language, arguing that the grammar in human natural language was a finite set of recursive rules by which an infinite number of linguistic expressions could be generated. In Corballis' (2014) words, the claim that recursion is the essence of natural language has been a continuing theme of Chomsky's work since his 1957 book Syntactic Structures. This theme is reiterated in Hauser et al. (2002), proposing that the faculty of language in the narrow sense only includes recursion, the only uniquely human component of the faculty of language. This proposal is summarized as the "recursion-only hypothesis" in Jackendoff and Pinker (2005: 212), which highlights the importance of recursion in linguistics. In spited of the lack of a consistent definition of (linguistic) recursion in the literature, most literature involves category recursion, which is defined as the "embedding of a category inside another of the same category". For instance, Martins and Fitch (2014) claim that recursion has been used to characterize the process of embedding a constituent of a certain kind of category inside another constituent of the same kind. This "embedding" process naturally generates hierarchical structures that display similar properties across different levels of embedding, and, thus, the feature of "self-similarity" is a signature of recursive structures. To illustrate that, they hold that the compound noun [[student] committee] (which has the structure [[[A]A] ]) is recursive since a noun phrase (NP) is embedded inside another NP, while a sentence with a noun plus a verb such as [[trees] grow] (which has the structure [[[A]B] ]) is non-recursive since a constituent of a given type of category is not embedded within a constituent of that same type.

We examine the language capabilities of language models (LMs) from the critical perspective of human language acquisition. Building on classical language development theories, we propose a three-stage framework to assess the abilities of LMs, ranging from preliminary word understanding to complex grammar and complex logical reasoning. Using this framework, we evaluate the generative capacities of LMs using methods from linguistic research. Results indicate that although recent LMs outperform earlier models in overall performance, their developmental trajectory does not strictly follow the path of human language acquisition. Notably, in generation tasks, LMs are more similar to human performance in areas where information is easier to extract from the corpus, such as average word length, clauses, and auxiliary verbs. Newer LMs did not exhibit significant progress in terms of specific dimensions, such as clauses and auxiliary verbs, where the variation across corpora is relatively limited. Register theory offers a plausible explanation for these observations, suggesting that the linguistic features of the training data have a substantial impact on the models' abilities.

The objective of this study is to improve automated feedback tools designed for English Language Learners (ELLs) through the utilization of data science techniques encompassing machine learning, natural language processing, and educational data analytics. Automated essay scoring (AES) research has made strides in evaluating written essays, but it often overlooks the specific needs of English Language Learners (ELLs) in language development. This study explores the application of BERT-related techniques to enhance the assessment of ELLs' writing proficiency within AES. To address the specific needs of ELLs, we propose the use of DeBERTa, a state-of-the-art neural language model, for improving automated feedback tools. DeBERTa, pretrained on large text corpora using self-supervised learning, learns universal language representations adaptable to various natural language understanding tasks. The model incorporates several innovative techniques, including adversarial training through Adversarial Weights Perturbation (AWP) and Metric-specific AttentionPooling (6 kinds of AP) for each label in the competition. The primary focus of this research is to investigate the impact of hyperparameters, particularly the adversarial learning rate, on the performance of the model. By fine-tuning the hyperparameter tuning process, including the influence of 6AP and AWP, the resulting models can provide more accurate evaluations of language proficiency and support tailored learning tasks for ELLs. This work has the potential to significantly benefit ELLs by improving their English language proficiency and facilitating their educational journey.

If you're an expectant mother, chatting as much as possible could give your baby a headstart when it comes to learning to talk. That's because new research has found your unborn son or daughter will start learning the language you speak before they're even born. In experiments, researchers discovered heightened activity in the brains of newborns when they heard the language they were exposed to most often in utero. The study didn't look at exactly when babies become receptive to spoken language while they are still in the womb, although it's well known that a foetus starts hearing sounds in the later stages of the second trimester and the start of the third. Therefore, expectant mothers – and fathers too – should not be afraid to chat away, and even talk directly to their baby bump.

How can machines understand language? is a question that many have asked, and represents an important facet of artificial intelligence. Large language models like ChatGPT seem to understand language, but as has been pointed out (Bender and Koller, 2020; Bisk et al., 2020), even large, powerful language models trained on huge amounts of data are likely missing key information to allow them to reach the depth of understanding that humans have. What information are they missing, and, perhaps more importantly, what information do they have that enables them to understand, to the degree that they do? Current computational models of semantic meaning can be broken down into three paradigms: distributional paradigms where meaning is derived from how words are used in text (i.e., the notion that the meaning of a word depends on the "company it keeps," following Firth (1957)) meaningfulness of language lies in the fact that it is about the world (Dahlgren, 1976) and grounded paradigms are where aspects of the physical world are linked to language (i.e., the symbol grounding problem following Harnad (1990)) formal paradigms where meaning is a logical form (e.g., first order logic as in L.T.F.