Suzanne Curtin

Dados Biográficos

ID3774007
NOMESuzanne Curtin
PRENOMESSuzanne
SOBRENOMECurtin
ASSINATURACURTIN S
AFILIAÇÕESUniversity of Calgary
ORCID0000-0003-1509-7960
VERIFICADOSim
TOTAL DE OBRAS18
TOTAL DE CITAÇÕES25
TOTAL COMO AUTOR18
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1998
ANO MAIS RECENTE DE PUBLICAÇÃO2024
ÍNDICE H3

  • Children's reading outcomes in digital and print mediums

    Open AccessC Hare, Ben Johnson et al.ARTICLEJournal of Research in Reading2024

  • Utterance-Initial Prosodic Differences Between Statements and Questions in Infant-Directed Speech

    Open AccessSusan GEFFEN, Kelly BURKINSHAW et al.ARTICLEJournal of Child Language2024

    Cross-linguistically, statements and questions broadly differ in syntactic organization. To learn the syntactic properties of each sentence type, learners might first rely on non-syntactic information. This paper analyzed prosodic differences between infant-directed wh -questions and statements to determine what kinds of cues might be available. We predicted there would be a significant difference depending on the first words that appear in wh -q…

  • Boosting the input

    Open AccessStephanie L Archer, Natalia Czarnecki et al.ARTICLEInfancy2021

    To learn their first words, infants must attend to a variety of cues that signal word boundaries. One such cue infants might use is the language‐specific phonotactics to track legal combinations and positions of segments within a word. Studies have demonstrated that, when tested across statistically high and low phonotactics, infants repeatedly reject the low‐frequency wordforms. We explore whether the capacity to access low‐frequency phonotactic…

  • Not speaking the same language

    Open AccessValerie San Juan, Carol Lin et al.ARTICLEJournal of Child Language2019

    We examined if and when English-learning 17-month-olds would accommodate Japanese forms as labels for novel objects. In Experiment 1, infants ( n = 22) who were habituated to Japanese word–object pairs looked longer at switched test pairs than familiar test pairs, suggesting that they had mapped Japanese word forms to objects. In Experiments 2 ( n = 44) and 3 ( n = 22), infants were presented with a spoken passage prior to habituation to assess w…

  • Word Level Stress and Lexical Processing in 17‐Month‐Old Infants

    Open AccessJennifer Campbell, J H Campbell et al.ARTICLEInfancy2019

    Detailed representations enable infants to distinguish words from one another and more easily recognize new words. We examined whether 17‐month‐old infants encode word stress in their familiar word representations. In Experiment 1, infants were presented with pairs of familiar objects while hearing a target label either properly pronounced with the correct stress (e.g., baby /’beɪbi/) or mis‐pronounced with the incorrect stress pattern (e.g., bab…

  • Fourteen-month-olds’ sensitivity to acoustic salience in minimal pair word learning

    Open AccessStephanie L Archer, Suzanne CurtinARTICLEJournal of Child Language2018

    During the first two years of life, infants concurrently refine native-language speech categories and word learning skills. However, in the Switch Task, 14-month-olds do not detect minimal contrasts in a novel object–word pairing (Stager & Werker, 1997). We investigate whether presenting infants with acoustically salient contrasts (liquids) facilitates success in the Switch Task. The first two experiments demonstrate that acoustic differences boo…

  • Does lexical stress influence 17-month-olds’ mapping of verbs and nouns

    Jennifer Campbell, J H Campbell et al.ARTICLEDevelopmental Psychology2018Referências: 2

    English-learning infants attend to lexical stress when learning new words. Attention to lexical stress might be beneficial for word learning by providing an indication of the grammatical class of that word. English disyllabic nouns commonly have trochaic (strong-weak) stress, whereas English disyllabic verbs commonly have iambic (weak-strong) stress. We explored whether 17-month-old infants use word stress to resolve an ambiguous labeling event w…

  • Infants' acceptance of phonotactically illegal word forms as object labels

    Open AccessEna Vukatana, Suzanne Curtin et al.ARTICLEJournal of Child Language2016

    We investigated 16- and 20-month-olds' flexibility in mapping phonotactically illegal words to objects. Using an associative word-learning task, infants were presented with a training phase that either highlighted or did not highlight the referential status of a novel label. Infants were then habituated to two novel objects, each paired with a phonotactically illegal Czech word. When referential cues were provided, 16-, but not 20-month-olds, for…

  • One is Not Enough

    Open AccessEna Vukatana, Susan A Graham et al.ARTICLEInfancy2015

    Across three experiments, we examined 9‐ and 11‐month‐olds' mappings of novel sound properties to novel animal categories. Infants were familiarized with novel animal–novel sound pairings (e.g., Animal A [red]–Sound 1) and then tested on: (1) their acquisition of the original pairing and (2) their generalization of the sound property to a new member of a familiarized category (e.g., Animal A [blue]–Sound 1). When familiarized with a single exempl…

  • The Ability to Map Differentially Stressed Labels to Objects Predicts Language Development at 24 months in 12‐month‐olds at High Risk for Autism

    Open AccessJennifer Ference, Suzanne CurtinARTICLEInfancy2015

    Sensitivity to language‐specific stress patterns during infancy facilitates finding, mapping, and recognizing words, and early preferences for the predominate stress pattern of the infant's native language have been argued to facilitate language relevant outcomes (Ference & Curtin, 2013 Journal of Experimental Child Psychology , 116, 891; Weber et al., 2005 Cognitive Brain Research , 25, 180). We examined 12‐month‐old infant siblings of typically…

  • The flexibility of 12-month-olds’ preferences for phonologically appropriate object labels

    Heather K MacKenzie, Heather MacKenzie et al.ARTICLEDevelopmental Psychology2014

    We explored 12-month-olds' flexibility in accepting phonotactically illegal or ill-formed word forms in a modified associative-learning task. Sixty-four English-learning infants were presented with a training phase that either clarified the purpose of a sound-object association task or left the task ambiguous. Infants were then habituated to sets of Czech words with onsets that are illegal in English (e.g., ptak), consonantal sounds (e.g., /l/), …

  • Do newly formed word representations encode non-criterial information

    Open AccessSuzanne CurtinARTICLEJournal of Child Language2011

    Lexical stress is useful for a number of language learning tasks. In particular, it helps infants segment the speech stream and identify phonetic contrasts. Recent work has demonstrated that infants aged 1 ; 0 can learn two novel words differing only in their stress pattern. In the current study, we ask whether infants aged 1 ; 0 store stress information in their representations of words even when it not required for the task. To this end, we tau…

  • Experience, representations and the production of second language allophones

    Open AccessChristine Shea, Christine E Shea et al.ARTICLESecond language Research2011Citada por: 6Referências: 2

    In this study we examined the effect of language experience on the production of second language (L2) allophones. We analysed production data of the Spanish stop—approximant alternation (b d g ~ β ð ) from Low Intermediate and High Intermediate level native English/Spanish L2 speakers and five native Mexican Spanish speakers. This allophonic alternation is conditioned primarily by position in the word and lexical stress. We examined the use of tw…

  • Bilingual beginnings as a lens for theory development

    Open AccessSuzanne Curtin, Krista Byers-Heinlein et al.ARTICLEJournal of Phonetics2011Citada por: 11Referências: 85

  • Twelve-month-olds learn novel word–object pairings differing only in stress pattern

    Open AccessSuzanne CurtinARTICLEJournal of Child Language2009

    Infants at 1 ; 2 demonstrate difficulty in accessing subtle phonetic information about newly learned word–object pairings (Stager & Werker, 1997). In this study, we examined whether or not infants can access subtle prosodic information such as lexical stress in a word learning task. We tested infants younger than 1 ; 2 to see if they could learn two new word–object associations that differ only in stress pattern (Sww versus wSw). Our results are …

  • Primir

    Janet F Werker, Suzanne CurtinARTICLELanguage Learning and Development2005

    Over the past few years, there has been an increasing emphasis on studying the link between infant speech perception and later language acquisition. This research has yielded some seemingly contradictory findings: In some studies infants appear to use phonetic and indexical detail that they fail to use in other studies. In this article we present a new, unified framework for accounting for these divergent findings. PRIMIR (a developmental framewo…

  • Development of dyslexic subgroups

    Open AccessFranklin R Manis, Mark S Seidenberg et al.ARTICLEAnnals of Dyslexia1999

  • Phonological transfer and levels of representation

    Open AccessSuzanne Curtin, Harold Goad et al.ARTICLESecond language Research1998Citada por: 8Referências: 4

    In this article, we show that the generative phonological distinction between lexical and surface representation can explain apparently contradictory orders of acquisition of L2 voice and aspiration contrasts by native speakers of English. Cross-language speech perception research has shown that English speakers distinguish synthetic voice onset time counterparts of aspirated–unaspirated minimal pairs more readily than voiced–voiceless. Here, we …