The University of Miami School of Architecture and Institute for Data Science and Computing present the 5th annual Smart Cities MIAMI Conference on Thursday and Friday, May 19-20, 2022. Read more “Join us at the in-person Smart Cities MIAMI Conference 5/19+20”
Daniel Messinger, Lynn Perry, et al. contributed to the book series “Advances in Child Development Behavior,” Volume 62 “New Methods and Approaches for Studying Child Development,” Chapter 7 “Computational Approaches to Understanding Interaction and Development,” which focuses on vocal interaction and development in children.
Simulating COVID19 Transmission From Observed Movement: An Agent-Based Model of Classroom Dispersion
A team of University of Miami researchers has put together an extensive study simulating the spread of COVID-19 based on observed movement using RIFD systems and modeled on classroom dispersion.
Children with hearing loss often attend inclusive preschool classrooms aimed at improving their spoken language skills. Although preschool classrooms are fertile environments for vocal interaction with peers, little is known about the dyadic processes that influence children’s speech to one another and foster their language abilities and how these processes may vary in children with hearing loss. A team of researchers from the University of Miami used new objective measurement approaches to identify and quantify children’s vocalizations during social contact, as determined by children’s proximity and mutual orientation.
Daniel Messinger, Jacquelyn Moffitt, et al. published a chapter (21) in Oxford Academic’s The Oxford Handbook of Emotional Development titled “Early Interaction: New Approaches.” The chapter focuses on new developments in behavior imaging, objective quantification of human action, and computational approaches to the study of early emotional interaction and development.
Infant attachment is a key predictor of later socioemotional functioning, but it is not clear how parental responsivity to infant expressive behavior is associated with attachment outcomes. A mid-range model of responsivity holds that both unresponsive and highly reactive parental behaviors lead to insecure and disorganized attachment.
Over half of US children are enrolled in preschools, where the quantity and quality of language input from teachers are likely to affect children’s language development. Leveraging repeated objective measurements, we examined the rate per minute and phonemic diversity of child and teacher speech-related vocalizations in preschool classrooms and their association with children’s end-of-year receptive and expressive language abilities measured with the Preschool Language Scales (PLS-5). Read more “Objectively Measured Teacher and Preschooler Vocalizations: Phonemic Diversity is Associated with Language Abilities”
Vaccinating teachers and cutting class sizes in half would go a long way toward curbing the spread of COVID-19 in schools, according to a new study from the University of Miami. The study, which has been submitted for publication and is not yet peer-reviewed, lends further support to policies like vaccine requirements and physical distancing in schools. Read more “Vaccinating Teachers and Cutting Class Sizes in Half Could Help Curb COVID Spread”
A team of psychology researchers observed that young children produce the same amount of language whether or not they are wearing masks. Another finding showed that kids produce more complex speech sounds while wearing masks than without them. Read more “Psychologists: Masks Do Not Impede Preschoolers’ Language Development”
This study objectively measured associations between children’s peer vocal interactions and assessed language abilities in inclusion classrooms for children with autism spectrum disorder (ASD) and their peers. All children benefited from peers talking to them, but children with ASD were less central to classroom speech networks than were typically developing children. Read more “Objectively Measured Interactions of Preschoolers With and Without Autism”