Ferran Pons

Datos Biográficos

ID4110563
NOMBREFerran Pons
NOMBRESFerran
APELLIDOPons
FIRMAPONS F
VERIFICADONo
TOTAL DE OBRAS6
TOTAL DE CITAS3
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2009
AÑO MÁS RECIENTE DE PUBLICACIÓN2024
ÍNDICE H1

  • Time course of attention to a talker’s mouth in monolingual and close-language bilingual children

    Joan Birulés, Laura Bosch et al.ARTICLEDevelopmental Psychology2024Citada por: 1

    We presented 28 Spanish monolingual and 28 Catalan-Spanish close-language bilingual 5-year-old children with a video of a talker speaking in the children's native language and a nonnative language and examined the temporal dynamics of their selective attention to the talker's eyes and mouth. When the talker spoke in the children's native language, monolinguals attended equally to the eyes and mouth throughout the trial, whereas close-language bil…

  • Children With SLI Can Exhibit Reduced Attention to a Talker's Mouth

    Open AccessFrancoise Pons, Ferran Pons et al.ARTICLELanguage Learning2018Citada por: 2Referencias: 42

    It has been demonstrated that children with specific language impairment (SLI) show difficulties not only with auditory but also with audiovisual speech perception. The goal of this study was to assess whether children with SLI might show reduced attention to the talker's mouth compared to their typically developing (TD) peers. An additional aim was to determine whether the pattern of attention to a talking face would be related to a specific sub…

  • Perception of audio-visual speech synchrony in Spanish-speaking children with and without specific language impairment

    Open AccessFrancoise Pons, Ferran Pons et al.ARTICLEJournal of Child Language2013

    Speech perception involves the integration of auditory and visual articulatory information, and thus requires the perception of temporal synchrony between this information. There is evidence that children with specific language impairment (SLI) have difficulty with auditory speech perception but it is not known if this is also true for the integration of auditory and visual speech. Twenty Spanish-speaking children with SLI, twenty typically devel…

  • The Development of Word Stress Processing in French and Spanish Infants

    Katrin Skoruppa, Francoise Pons et al.ARTICLELanguage Learning and Development2012

    This study focuses on the development of lexical stress perception during the first year of life. Previous research shows that cross-linguistic differences in word stress organization translate into differences in word stress processing from a very early age: At 9 months, Spanish-learning infants, learning a language with variable word stress, can discriminate between segmentally varied nonsense words with initial stress (e.g., níla, túli) and fi…

  • Distributional Phonetic Learning at 10 Months of Age

    Open AccessKatherine A Yoshida, 慎司 小野 et al.ARTICLEInfancy2010

    Infant phonetic perception reorganizes in accordance with the native language by 10 months of age. One mechanism that may underlie this perceptual change is distributional learning, a statistical analysis of the distributional frequency of speech sounds. Previous distributional learning studies have tested infants of 6–8 months, an age at which native phonetic categories have not yet developed. Here, three experiments test infants of 10 months to…

  • Language‐specific stress perception by 9‐month‐old French and Spanish infants

    Open AccessKatrin Skoruppa, Francoise Pons et al.ARTICLEDevelopmental Science2009

    During the first year of life, infants begin to have difficulties perceiving non-native vowel and consonant contrasts, thus adapting their perception to the phonetic categories of the target language. In this paper, we examine the perception of a non-segmental feature, i.e. stress. Previous research with adults has shown that speakers of French (a language with fixed stress) have great difficulties in perceiving stress contrasts (Dupoux, Pallier,…