Existing studies of naturally occurring language-in-interaction have largely focused on the two ends of the developmental spectrum, i.e., early childhood and adulthood, leaving a gap in our knowledge about how development unfolds, especially across middle childhood. The current work contributes to filling this gap by introducing CHICA (for Child Interpersonal Communication Analysis), a developmental corpus of child-caregiver conversations at home, involving groups of French-speaking children aged 7, 9, and 11 years old. Each dyad was recorded twice: once in a face-to-face setting and once using computer-mediated video calls. For the face-to-face settings, we capitalized on recent advances in mobile, lightweight eye-tracking and head motion detection technology to optimize the naturalness of the recordings, allowing us to obtain both precise and ecologically valid data. Further, we mitigated the challenges of manual annotation by relying – to the extent possible – on automatic tools in speech processing and computer vision. Finally, to demonstrate the richness of this corpus for the study of child communicative development, we provide preliminary analyses comparing several measures of child-caregiver conversational dynamics across developmental age, modality, and communicative medium. We hope the current corpus will allow new discoveries into the properties and mechanisms of multimodal communicative development across middle childhood.

Interaction theories suggest that the emergence of mutual understanding between speakers in natural conversations depends on the construction of a shared knowledge base (common ground), but the details of which information and the circumstances under which it is memorized are not explained by any model. Previous works have looked at metrics derived from Information Theory to quantify the dynamics of information exchanged between participants, but do not provide an efficient way to locate information that will enter the common ground. We propose a new method based on the segmentation of a conversation into themes followed by their summarization. We then obtain the location of information transfers by computing the distance between the theme summary and the different utterances produced by a speaker. We evaluate two Large Language Models (LLMs) on this pipeline, on the French conversational corpus Paco-Cheese. More generally, we explore how the recent developments in the field of LLMs provide us with the means to implement these new methods and more generally support research into questions that usually heavily relies on human annotators.

This paper focuses on linguistic complexity from a relative perspective. It presents a grounded language learning system that can be used to study linguistic complexity from a developmental point of view and introduces a tool for generating a gold standard in order to evaluate the performance of the learning system. In general, researchers agree that it is more feasible to approach complexity from an objective or theory-oriented viewpoint than from a subjective or user-related point of view. Studies that have adopted a relative complexity approach have showed some preferences for L2 learners. In this paper, we try to show that computational models of the process of language acquisition may be an important tool to consider children and the process of first language acquisition as suitable candidates for evaluating the complexity of languages.

La désambiguïsation des rattachements prépositionnels est une tâche syntaxique qui demande des connaissances sémantiques, pouvant être extraites d’une image associée au texte traité. Nous présentons et analysons les difficultés de cette tâche pour laquelle nous construisons un système complet entraîné sur une version étendue des annotations du corpus Flickr30k Entities. Lorsque la sémantique lexicale n’est pas disponible, l’information visuelle apporte 3 % d’amélioration.

In this paper, we propose to use a subfield of machine learning –grammatical inference– to measure linguistic complexity from a developmental point of view. We focus on relative complexity by considering a child learner in the process of first language acquisition. The relevance of grammatical inference models for measuring linguistic complexity from a developmental point of view is based on the fact that algorithms proposed in this area can be considered computational models for studying first language acquisition. Even though it will be possible to use different techniques from the field of machine learning as computational models for dealing with linguistic complexity -since in any model we have algorithms that can learn from data-, we claim that grammatical inference models offer some advantages over other tools.