Computational modeling of early language learning from acoustic speech and audiovisual input without linguistic priors

Child-centered daylong recordings are essential for studying early language development, but existing speech models trained on clean adult data perform poorly due to acoustic and linguistic differences. We introduce BabyHuBERT, a self-supervised speech model trained on 13,000 hours of multilingual child-centered recordings from 40+ languages. Evaluated on voice type classification, the task of identifying who produces speech and when in child-centered recordings (key child, other children, male, and female adults), BabyHuBERT-VTC achieves F1-scores from 55.0% to 76.1% across six corpora, consistently outperforming W2V2-LL4300 and HuBERT (pretrained on English daylongs and clean adult speech, respectively). Notable gains include 14.0 and 18.3 absolute F1 points over HuBERT on Vanuatu and Solomon Islands, demonstrating effectiveness on underrepresented languages. We share code and models to support researchers working with child-centered recordings across diverse linguistic contexts.

Self-supervised speech models learn effective representations of spoken language, which have been shown to reflect various aspects of linguistic structure. But when does such structure emerge in model training? We study the encoding of a wide range of linguistic structures, across layers and intermediate checkpoints of six Wav2Vec2 and HuBERT models trained on spoken Dutch. We find that different levels of linguistic structure show notably distinct layerwise patterns as well as learning trajectories, which can partially be explained by differences in their degree of abstraction from the acoustic signal and the timescale at which information from the input is integrated. Moreover, we find that the level at which pre-training objectives are defined strongly affects both the layerwise organization and the learning trajectories of linguistic structures, with greater parallelism induced by higher-order prediction tasks (i.e. iteratively refined pseudo-labels).

Children learn hundreds of words over the first years of their lives, in a process that begins slowly but quickly picks up speed. Prior models describe vocabulary growth as evidence accumulation over time. Here we show that the process is best characterized as accelerating accumulation: children learn more from each additional unit of linguistic experience than they did from the one before. In contrast to children, language models -- even those trained on child-directed speech -- do not accelerate. Instead, they show constant proportional returns on new data, consistent with scaling laws. Children learn using many orders of magnitude less training data than language models; their increasingly efficient use of their learning input is a candidate explanation.