Elika Bergelson
Crandall Family Assistant Professor
Overview
Dr. Bergelson accepts PhD applicants through the Developmental and Cog/CogNeuro areas of P&N and the CNAP program.
In my research, I try to understand the interplay of processes during language acquisition.
In particular, I am interested in how word learning relates to other aspects of learning language (e.g. speech sound acquisition, grammar/morphology learning), and social/cognitive development more broadly (e.g. joint attention processes) in the first few years of life.
I pursue these questions using three main approaches: in-lab measures of early comprehension and production (eye-tracking, looking-time, and in EEG studies in collaboration with the Woldorff lab), and at-home measures of infants' linguistic and social environment (as in the SEEDLingS project).
More recently the lab is branching out to look at a wider range of human populations and at infants who are blind or deaf/heard of hearing.
Selected Grants
CAREER: Understanding Early Language: Evidence from Blind Infants & Deaf Infants awarded by National Science Foundation (Principal Investigator). 2019 to 2024
Investigating the role of intra- and inter- talker acoustic variability on word learning in infants awarded by National Institutes of Health (Principal Investigator). 2019 to 2022
Analyzing Child Language Experiences Around the World (ACLEW) awarded by National Endowment for the Humanities (Principal Investigator). 2017 to 2020
Mechanisms of Word Learning in Infancy awarded by National Institutes of Health (Principal Investigator). 2014 to 2020
Laing, Catherine, and Elika Bergelson. “From babble to words: Infants' early productions match words and objects in their environment.” Cognitive Psychology, vol. 122, Nov. 2020, p. 101308. Epmc, doi:10.1016/j.cogpsych.2020.101308. Full Text
Bergelson, E. “The Comprehension Boost in Early Word Learning: Older Infants Are Better Learners.” Child Development Perspectives, vol. 14, no. 3, Sept. 2020, pp. 142–49. Scopus, doi:10.1111/cdep.12373. Full Text
Sheskin, Mark, et al. “Online Developmental Science to Foster Innovation, Access, and Impact.” Trends in Cognitive Sciences, vol. 24, no. 9, Sept. 2020, pp. 675–78. Epmc, doi:10.1016/j.tics.2020.06.004. Full Text
Cristia, Alejandrina, et al. “A thorough evaluation of the Language Environment Analysis (LENA) system.” Behavior Research Methods, July 2020. Epmc, doi:10.3758/s13428-020-01393-5. Full Text
Garrison, Hallie, et al. “Familiarity plays a small role in noun comprehension at 12-18 months.” Infancy : The Official Journal of the International Society on Infant Studies, vol. 25, no. 4, July 2020, pp. 458–77. Epmc, doi:10.1111/infa.12333. Full Text
Cristia, Alejandrina, et al. “Accuracy of the Language Environment Analysis System Segmentation and Metrics: A Systematic Review.” Journal of Speech, Language, and Hearing Research : Jslhr, vol. 63, no. 4, Apr. 2020, pp. 1093–105. Epmc, doi:10.1044/2020_jslhr-19-00017. Full Text Open Access Copy
Bulgarelli, Federica, and Elika Bergelson. “Look who's talking: A comparison of automated and human-generated speaker tags in naturalistic day-long recordings.” Behavior Research Methods, vol. 52, no. 2, Apr. 2020, pp. 641–53. Epmc, doi:10.3758/s13428-019-01265-7. Full Text Open Access Copy
Räsänen, O., et al. “Automatic word count estimation from daylong child-centered recordings in various language environments using language-independent syllabification of speech.” Speech Communication, vol. 113, Oct. 2019, pp. 63–80. Scopus, doi:10.1016/j.specom.2019.08.005. Full Text Open Access Copy
Moore, Charlotte, et al. “Point, walk, talk: Links between three early milestones, from observation and parental report.” Developmental Psychology, vol. 55, no. 8, Aug. 2019, pp. 1579–93. Epmc, doi:10.1037/dev0000738. Full Text Open Access Copy
Bergelson, Elika, et al. “Day by day, hour by hour: Naturalistic language input to infants.” Developmental Science, vol. 22, no. 1, Jan. 2019, p. e12715. Epmc, doi:10.1111/desc.12715. Full Text Open Access Copy
Pages
Schuller, B. W., et al. “The INTERSPEECH 2019 computational paralinguistics challenge: Styrian dialects, continuous sleepiness, baby sounds & Orca activity.” Proceedings of the Annual Conference of the International Speech Communication Association, Interspeech, vol. 2019-September, 2019, pp. 2378–82. Scopus, doi:10.21437/Interspeech.2019-1122. Full Text
Ryanta, N., et al. “Enhancement and analysis of conversational speech: JSALT 2017.” Icassp, Ieee International Conference on Acoustics, Speech and Signal Processing Proceedings, vol. 2018-April, 2018, pp. 5154–58. Scopus, doi:10.1109/ICASSP.2018.8462468. Full Text
Amatuni, Andrei, et al. “Preserved Structure Across Vector Space Representations.” Corr, vol. abs/1802.00840, 2018. Open Access Copy
Casillas, M., et al. “A new workflow for semi-Automatized annotations: Tests with long-form naturalistic recordings of childrens language environments.” Proceedings of the Annual Conference of the International Speech Communication Association, Interspeech, vol. 2017-August, 2017, pp. 2098–102. Scopus, doi:10.21437/Interspeech.2017-1418. Full Text
Warlaumont, A. S., et al. “Home Bank: A repository for long-form real-world audio recordings of children.” Proceedings of the Annual Conference of the International Speech Communication Association, Interspeech, vol. 2017-August, 2017, pp. 815–16. Manual, doi:10.21437/Interspeech.2017-2051. Full Text
Schuller, B., et al. “The INTERSPEECH 2017 Computational Paralinguistics Challenge: Addressee, Cold & Snoring.” Proceedings of the Annual Conference of the International Speech Communication Association, Interspeech, vol. 2017-August, 2017, pp. 3442–46. Scopus, doi:10.21437/Interspeech.2017-43. Full Text
Amatuni, Andrei, and Elika Bergelson. “Semantic Networks Generated from Early Linguistic Input.” Cogsci, edited by Glenn Gunzelmann et al., cognitivesciencesociety.org, 2017.
Bergelson, Elika, et al. “Description of the Homebank Child/Adult Addressee Corpus (HB-CHAAC).” Interspeech, edited by Francisco Lacerda, ISCA, 2017.
Laing, Catherine, and Elika Bergelson. “More Siblings Means Lower Input Quality in Early Language Development.” Cogsci, edited by Glenn Gunzelmann et al., cognitivesciencesociety.org, 2017.
Casillas, M., et al. “What do babies hear? Analyses of child-and adult-directed speech.” Proceedings of the Annual Conference of the International Speech Communication Association, Interspeech, vol. 2017-August, 2017, pp. 2093–97. Scopus, doi:10.21437/Interspeech.2017-1409. Full Text