From data to discovery: Technology propels speech-language research and theory-building in developmental science

Article

Laudańska, Z., Caunt, A., Cristia, A., Warlaumont, A., Patsis, K., Tomalski, P., Warreyn, P., Abney, D. H., Borjon, J. I., Airaksinen, M., Jones, E. J., Bölte, S., Dall, M., Holzinger, D., Poustka, L., Roeyers, H., Wass, S., Zhang, D. and Marschik, P. B. 2025. From data to discovery: Technology propels speech-language research and theory-building in developmental science. Neuroscience & Biobehavioral Reviews. 174 (Art. 106199). https://doi.org/10.1016/j.neubiorev.2025.106199
AuthorsLaudańska, Z., Caunt, A., Cristia, A., Warlaumont, A., Patsis, K., Tomalski, P., Warreyn, P., Abney, D. H., Borjon, J. I., Airaksinen, M., Jones, E. J., Bölte, S., Dall, M., Holzinger, D., Poustka, L., Roeyers, H., Wass, S., Zhang, D. and Marschik, P. B.
Abstract

Research on speech and language development has a long history, but in the past decade, it has been transformed by advances in recording technologies, analysis and classification tools, and AI-based language models. We conducted a systematic literature review to identify recently developed (semi-)automatic tools for studying speech-language development and learners' environments in infants and children under the age of 5 years. The Language ENvironment Analysis (LENA) system has been the most widely used tool, with more and more alternative free- and/or open-source tools emerging more recently. Most studies were conducted in naturalistic settings, mostly recording longer time periods (daylong recordings). In the context of vulnerable and clinical populations, most research so far has focused on children with hearing loss or autism. Our review revealed notable gaps in the literature regarding cultural, linguistic, geographic, clinical, and social diversity. Additionally, we identified limitations in current technology—particularly on the software side—that restrict researchers from fully leveraging real-world audio data. Achieving global applicability and accessibility in daylong recordings will require a comprehensive approach that combines technological innovation, methodological rigour, and ethical responsibility. Enhancing inclusivity in participant samples, simplifying tool access, addressing data privacy, and broadening clinical applications can pave the way for a more complete and equitable understanding of early speech and language development. Automatic tools that offer greater efficiency and lower cost have the potential to make science in this research area more geographically and culturally diverse, leading to more representative theories about language development.

JournalNeuroscience & Biobehavioral Reviews
Journal citation174 (Art. 106199)
ISSN0149-7634
1873-7528
Year2025
PublisherElsevier
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Digital Object Identifier (DOI)https://doi.org/10.1016/j.neubiorev.2025.106199
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Online08 May 2025
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Deposited26 Aug 2025
Copyright holder© 2025 The Authors
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de Barbaro, Kaya, Clackson, Kaili and Wass, S. 2016. Stress reactivity speeds basic encoding processes in infants. Developmental Psychobiology. 58 (5), pp. 546-555. https://doi.org/10.1002/dev.21399
Temporal dynamics of arousal and attention in 12-month-old infants
Wass, S., Clackson, K. and de Barbaro, K. 2016. Temporal dynamics of arousal and attention in 12-month-old infants. Developmental Psychobiology. 58 (5), pp. 623-639. https://doi.org/10.1002/dev.21406
Attention training for infants at familial risk of ADHD (INTERSTAARS): study protocol for a randomised controlled trial
Goodwin, Amy, Salomone, Simona, Bolton, Patrick, Charman, Tony, Jones, Emily J. H., Pickles, Andrew, Robinson, Emily, Smith, Tim, Sonuga-Barke, Edmund J. S., Wass, S. and Johnson, Mark H. 2016. Attention training for infants at familial risk of ADHD (INTERSTAARS): study protocol for a randomised controlled trial. Trials. 17 (1), p. 608. https://doi.org/10.1186/s13063-016-1727-0
Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds
Forssman, Linda and Wass, S. 2017. Training Basic Visual Attention Leads to Changes in Responsiveness to Social‐Communicative Cues in 9‐Month‐Olds. Child Development. 89 (3), pp. e199-e213. https://doi.org/10.1111/cdev.12812
First evidence of the feasibility of gaze-contingent attention training for school children with autism
Powell, G., Wass, S. V., Erichsen, J. T. and Leekam, S. R. 2016. First evidence of the feasibility of gaze-contingent attention training for school children with autism . Autism. 20 (8), pp. 927-937. https://doi.org/10.1177/1362361315617880
Applying gaze-contingent training within community settings to infants from diverse SES backgrounds
Ballieux, H., Wass, S., Tomalski, P., Kushnerenko, E., Karmiloff-Smith, A., Johnson, M. H. and Moore, D. 2016. Applying gaze-contingent training within community settings to infants from diverse SES backgrounds. Journal of Applied Developmental Psychology. 43, pp. 8-17. https://doi.org/10.1016/j.appdev.2015.12.005
Developmental Psychology: How Social Context Influences Infants’ Attention
Wass, S. and Leong, Victoria 2016. Developmental Psychology: How Social Context Influences Infants’ Attention. Current Biology. 26 (9), pp. R357-R359. https://doi.org/10.1016/j.cub.2016.03.051
Infant Attention Is Dynamically Modulated With Changing Arousal Levels
de Barbaro, Kaya, Clackson, Kaili and Wass, S. 2016. Infant Attention Is Dynamically Modulated With Changing Arousal Levels. Child Development. 88 (2), pp. 629-639. https://doi.org/10.1111/cdev.12689