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Auditory observation of infant-directed speech by mothers: experience-dependent interaction between language and emotion in the basal ganglia

Overview of attention for article published in Frontiers in Human Neuroscience, November 2014
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Title
Auditory observation of infant-directed speech by mothers: experience-dependent interaction between language and emotion in the basal ganglia
Published in
Frontiers in Human Neuroscience, November 2014
DOI 10.3389/fnhum.2014.00907
Pubmed ID
Authors

Yoshi-Taka Matsuda, Kenichi Ueno, Kang Cheng, Yukuo Konishi, Reiko Mazuka, Kazuo Okanoya

Abstract

Adults address infants with a special speech register known as infant-directed speech (IDS), which conveys both linguistic and emotional information through its characteristic lexicon and exaggerated prosody (e.g., higher pitched, slower, and hyperarticulated). Although caregivers are known to regulate the usage of IDS (linguistic and emotional components) depending on their child's development, the underlying neural substrates of this flexible modification are largely unknown. Here, using an auditory observation method and functional magnetic resonance imaging (fMRI) of four different groups of females, we revealed the experience-dependent influence of the emotional component on linguistic processing in the right caudate nucleus when mothers process IDS: (1) non-mothers, who do not use IDS regularly, showed no significant difference between IDS and adult-directed speech (ADS); (2) mothers with preverbal infants, who primarily use the emotional component of IDS, showed the main effect of the emotional component of IDS; (3) mothers with toddlers at the two-word stage, who use both linguistic and emotional components of IDS, showed an interaction between the linguistic and emotional components of IDS; and (4) mothers with school-age children, who use ADS rather than IDS toward their children, showed a tendency toward the main effect of ADS. The task that was most comparable to the naturalistic categories of IDS (i.e., explicit-language and implicit-emotion processing) recruited the right caudate nucleus, but it was not recruited in the control, less naturalistic condition (explicit-emotion and implicit-language processing). Our results indicate that the right caudate nucleus processes experience-and task-dependent interactions between language and emotion in mothers' IDS.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 68 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 2 3%
Spain 1 1%
Italy 1 1%
Belgium 1 1%
Unknown 63 93%

Demographic breakdown

Readers by professional status Count As %
Researcher 19 28%
Student > Ph. D. Student 11 16%
Student > Master 5 7%
Student > Bachelor 5 7%
Student > Doctoral Student 3 4%
Other 13 19%
Unknown 12 18%
Readers by discipline Count As %
Psychology 25 37%
Linguistics 4 6%
Neuroscience 4 6%
Agricultural and Biological Sciences 4 6%
Computer Science 3 4%
Other 12 18%
Unknown 16 24%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 24 October 2014.
All research outputs
#17,730,142
of 22,768,097 outputs
Outputs from Frontiers in Human Neuroscience
#5,704
of 7,139 outputs
Outputs of similar age
#175,626
of 260,467 outputs
Outputs of similar age from Frontiers in Human Neuroscience
#187
of 224 outputs
Altmetric has tracked 22,768,097 research outputs across all sources so far. This one is in the 19th percentile – i.e., 19% of other outputs scored the same or lower than it.
So far Altmetric has tracked 7,139 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 14.5. This one is in the 15th percentile – i.e., 15% of its peers scored the same or lower than it.
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