Isabelle Dautriche
Dados Biográficos
| ID | 1464735 |
|---|---|
| NOME | Isabelle Dautriche |
| PRENOMES | Isabelle |
| SOBRENOME | Dautriche |
| ASSINATURA | DAUTRICHE I |
| AFILIAÇÕES | Centre National de la Recherche Scientifique |
| ORCID | 0000-0002-2297-985X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 20 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
The impact of baby sign on vocabulary development
Baby sign programs aim to support communication between parents and preverbal infants by pairing signs with spoken words. This study addresses a notable gap in the literature by evaluating the large-scale impact of baby sign on both lexical development and caregiver behavior. Using an online questionnaire in 1348 typically developing, French hearing children (50% female) aged 10 to 28 months, 723 children exposed to baby sign at home were compare…
No Evidence for Agent−Patient Role Attribution in Human Infants, Human Adults, and Guinea Baboons ( Papio papio)
Languages describe “who is doing what to whom” by distinguishing the event roles of agent (doer) and patient (undergoer), but it is debated whether they result from nonlinguistic representations that may already exist in preverbal infants and nonhuman animals. The phenomenon of causal perception, where the subsequent movements of two objects A and B evoke the impression of A launching B, is a simple depiction of an agent−patient relation. The sem…
Month-Olds Can Use Negative Evidence While Learning Word Meanings
Decades of research in psychology have built models and theoretical assumptions about language development evaluating how children extract information from positive evidence to learn the meanings of novel words. In the present set of studies, we evaluated whether children can also consider negative evidence, information about what a word cannot refer to. Across two experiments (n = 73), we show that English-learning 20-month-olds can use negative…
Forms and Functions of Gestures in Preverbal 12‐ to 15‐Months Old Infants
Speech and co‐speech gestures always go hand in hand. Whether we find the precursors of these co‐speech gestures in infants before they master their native language still remains an open question. Except for deictic gestures, there is little agreement on the existence of iconic, non‐referential and conventional gestures before children start producing their first words. Here, we bridge this knowledge gap by leveraging an ethological method alread…
Humans ( Homo sapiens ) but not baboons ( Papio papio ) demonstrate crossmodal pitch‐luminance correspondence
Humans spontaneously and consistently map information coming from different sensory modalities. Surprisingly, the phylogenetic origin of such cross‐modal correspondences has been under‐investigated. A notable exception is the study of Ludwig et al. (Visuoauditory mappings between high luminance and high pitch are shared by chimpanzees [Pan troglodytes] and humans. Proceedings of the National Academy of Sciences , 108 (51), 20661–20665) which repo…
Learning to predict and predicting to learn
Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is syntactic bootstrapping. A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the semantic seed hypothesis, children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words.…
There might be more to syntactic bootstrapping than being pragmatic
In ‘Being pragmatic about syntactic bootstrapping’, Hacquard (2022) argues that abstract syntax is useful for word learning, but that an additional cue, pragmatics, is both necessary and available for young children during the first steps of language acquisition. She focuses on modals and attitude verbs, where the physical context seems particularly impoverished as the sole basis for deriving meanings, and thus where linguistic cues may be partic…
Learning to predict and predicting to learn
Young children can exploit the syntactic context of a novel word to narrow down itsprobable meaning. This is syntactic bootstrapping. A learner that uses syntacticbootstrapping to foster lexical acquisition must first have identified the semanticinformation that a syntactic context provides. Based on the semantic seed hypothesis,children discover the semantic predictiveness of syntactic contexts by tracking thedistribution of familiar words. We p…
Knowing How You Know
There has been little investigation of the way source monitoring, the ability to track the source of one’s knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of their lexical knowledge and reevaluate their implicit belief about a word mapping when this source is proven to be unreliable. Experiment 1 replicated previous research (Koenig & Woodward, 2010 ): c…
Subjective confidence influences word learning in a cross-situational statistical learning task
Learning is often accompanied by a subjective sense of confidence in one’s knowledge, a feeling of knowing what you know and how well you know it. Subjective confidence has been shown to guide learning in other domains, but has received little attention so far in the word learning literature. Across three word learning experiments, we investigated whether and how a sense of confidence in having acquired a word meaning influences the word learning…
How Efficiency Shapes Human Language
Connecting Content and Logical Words
Content words (e.g. nouns and adjectives) are generally connected: there are no gaps in their denotations; no noun means ‘table or shoe’ or ‘animal or house’. We explore a formulation of connectedness which is applicable to content and logical words alike, and which compares well with the classic notion of monotonicity for quantifiers. On a first inspection, logical words satisfy this generalized version of the connectedness property at least as …
Bootstrapping lexical and syntactic acquisition
How does language acquisition start? Having access to words and their meaning should help infants to learn about syntax, but learning about word meaning would be facilitated if infants had access to syntactic structure ( Gleitman 1990 ). Phrasal prosody and function words may bootstrap lexical and syntactic acquisition. Infants have access to phonological phrases, and they use these to constrain the syntactic analysis of utterances by 18 months. …
Early perception of phrasal prosody and its role in syntactic and lexical acquisition
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months late…
Competition and Symmetry in an Artificial Word Learning Task
Natural language involves competition. The sentences we choose to utter activate alternative sentences (those we chose not to utter), which hearers typically infer to be false. Hence, as a first approximation, the more alternatives a sentence activates, the more inferences it will trigger. But a closer look at the theory of competition shows that this is not quite true and that under specific circumstances, so-called symmetric alternatives cancel…
Learning homophones in context
Word Learning
How do children infer the meaning of a word? Current accounts of word learning assume that children expect a word to map onto exactly one concept whose members form a coherent category. If this assumption was strictly true, children should infer that a homophone, such as “bat”, refers to a single superordinate category that encompasses both animal-bats and baseball-bats. The current study explores the situations that lead children to postulate th…
Wordform Similarity Increases With Semantic Similarity
Although the mapping between form and meaning is often regarded as arbitrary, there are in fact well-known constraints on words which are the result of functional pressures associated with language use and its acquisition. In particular, languages have been shown to encode meaning distinctions in their sound properties, which may be important for language learning. Here, we investigate the relationship between semantic distance and phonological d…
Preschoolers use phrasal prosody online to constrain syntactic analysis
Two experiments were conducted to investigate whether young children are able to take into account phrasal prosody when computing the syntactic structure of a sentence. Pairs of French noun/verb homophones were selected to create locally ambiguous sentences ([la petite ferme] [est très jolie] 'the small farm is very nice' vs. [la petite] [ferme la fenêtre] 'the little girl closes the window'--brackets indicate prosodic boundaries). Although these…
Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs
Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28-month-olds' interpretation of right-dislocated sentences (nouni -verb, nouni) where the presence of clear, language-specific cues should block such a canonical mapping. Toddlers (N = 96) interp…
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Toddlers Default to Canonical Surface-to-Meaning Mapping When Learning Verbs
Previous work has shown that toddlers readily encode each noun in the sentence as a distinct argument of the verb. However, languages allow multiple mappings between form and meaning that do not fit this canonical format. Two experiments examined French 28-month-olds' interpretation of right-dislocated sentences (nouni -verb, nouni) where the presence of clear, language-specific cues should block such a canonical mapping. Toddlers (N = 96) interp…
Preschoolers use phrasal prosody online to constrain syntactic analysis
Two experiments were conducted to investigate whether young children are able to take into account phrasal prosody when computing the syntactic structure of a sentence. Pairs of French noun/verb homophones were selected to create locally ambiguous sentences ([la petite ferme] [est très jolie] 'the small farm is very nice' vs. [la petite] [ferme la fenêtre] 'the little girl closes the window'--brackets indicate prosodic boundaries). Although these…
Word Learning
How do children infer the meaning of a word? Current accounts of word learning assume that children expect a word to map onto exactly one concept whose members form a coherent category. If this assumption was strictly true, children should infer that a homophone, such as “bat”, refers to a single superordinate category that encompasses both animal-bats and baseball-bats. The current study explores the situations that lead children to postulate th…
Wordform Similarity Increases With Semantic Similarity
Although the mapping between form and meaning is often regarded as arbitrary, there are in fact well-known constraints on words which are the result of functional pressures associated with language use and its acquisition. In particular, languages have been shown to encode meaning distinctions in their sound properties, which may be important for language learning. Here, we investigate the relationship between semantic distance and phonological d…
Bootstrapping lexical and syntactic acquisition
How does language acquisition start? Having access to words and their meaning should help infants to learn about syntax, but learning about word meaning would be facilitated if infants had access to syntactic structure ( Gleitman 1990 ). Phrasal prosody and function words may bootstrap lexical and syntactic acquisition. Infants have access to phonological phrases, and they use these to constrain the syntactic analysis of utterances by 18 months. …
Early perception of phrasal prosody and its role in syntactic and lexical acquisition
This chapter will review empirical findings on the perception of phrasal prosody in very young infants, and how it develops in first language acquisition. The ability to process phrasal prosody impacts learning of important aspects of language, specifically word segmentation and syntactic parsing. We will see that infants are able to perceive crucial aspects of phrasal prosody before the end of their first year of life, and that a few months late…
Competition and Symmetry in an Artificial Word Learning Task
Natural language involves competition. The sentences we choose to utter activate alternative sentences (those we chose not to utter), which hearers typically infer to be false. Hence, as a first approximation, the more alternatives a sentence activates, the more inferences it will trigger. But a closer look at the theory of competition shows that this is not quite true and that under specific circumstances, so-called symmetric alternatives cancel…
Learning homophones in context
How Efficiency Shapes Human Language
Connecting Content and Logical Words
Content words (e.g. nouns and adjectives) are generally connected: there are no gaps in their denotations; no noun means ‘table or shoe’ or ‘animal or house’. We explore a formulation of connectedness which is applicable to content and logical words alike, and which compares well with the classic notion of monotonicity for quantifiers. On a first inspection, logical words satisfy this generalized version of the connectedness property at least as …
Knowing How You Know
There has been little investigation of the way source monitoring, the ability to track the source of one’s knowledge, may be involved in lexical acquisition. In two experiments, we tested whether toddlers (mean age 30 months) can monitor the source of their lexical knowledge and reevaluate their implicit belief about a word mapping when this source is proven to be unreliable. Experiment 1 replicated previous research (Koenig & Woodward, 2010 ): c…
Subjective confidence influences word learning in a cross-situational statistical learning task
Learning is often accompanied by a subjective sense of confidence in one’s knowledge, a feeling of knowing what you know and how well you know it. Subjective confidence has been shown to guide learning in other domains, but has received little attention so far in the word learning literature. Across three word learning experiments, we investigated whether and how a sense of confidence in having acquired a word meaning influences the word learning…
Learning to predict and predicting to learn
Young children can exploit the syntactic context of a novel word to narrow down itsprobable meaning. This is syntactic bootstrapping. A learner that uses syntacticbootstrapping to foster lexical acquisition must first have identified the semanticinformation that a syntactic context provides. Based on the semantic seed hypothesis,children discover the semantic predictiveness of syntactic contexts by tracking thedistribution of familiar words. We p…
Learning to predict and predicting to learn
Young children can exploit the syntactic context of a novel word to narrow down its probable meaning. This is syntactic bootstrapping. A learner that uses syntactic bootstrapping to foster lexical acquisition must first have identified the semantic information that a syntactic context provides. Based on the semantic seed hypothesis, children discover the semantic predictiveness of syntactic contexts by tracking the distribution of familiar words.…
There might be more to syntactic bootstrapping than being pragmatic
In ‘Being pragmatic about syntactic bootstrapping’, Hacquard (2022) argues that abstract syntax is useful for word learning, but that an additional cue, pragmatics, is both necessary and available for young children during the first steps of language acquisition. She focuses on modals and attitude verbs, where the physical context seems particularly impoverished as the sole basis for deriving meanings, and thus where linguistic cues may be partic…
Humans ( Homo sapiens ) but not baboons ( Papio papio ) demonstrate crossmodal pitch‐luminance correspondence
Humans spontaneously and consistently map information coming from different sensory modalities. Surprisingly, the phylogenetic origin of such cross‐modal correspondences has been under‐investigated. A notable exception is the study of Ludwig et al. (Visuoauditory mappings between high luminance and high pitch are shared by chimpanzees [Pan troglodytes] and humans. Proceedings of the National Academy of Sciences , 108 (51), 20661–20665) which repo…
Month-Olds Can Use Negative Evidence While Learning Word Meanings
Decades of research in psychology have built models and theoretical assumptions about language development evaluating how children extract information from positive evidence to learn the meanings of novel words. In the present set of studies, we evaluated whether children can also consider negative evidence, information about what a word cannot refer to. Across two experiments (n = 73), we show that English-learning 20-month-olds can use negative…
Forms and Functions of Gestures in Preverbal 12‐ to 15‐Months Old Infants
Speech and co‐speech gestures always go hand in hand. Whether we find the precursors of these co‐speech gestures in infants before they master their native language still remains an open question. Except for deictic gestures, there is little agreement on the existence of iconic, non‐referential and conventional gestures before children start producing their first words. Here, we bridge this knowledge gap by leveraging an ethological method alread…
The impact of baby sign on vocabulary development
Baby sign programs aim to support communication between parents and preverbal infants by pairing signs with spoken words. This study addresses a notable gap in the literature by evaluating the large-scale impact of baby sign on both lexical development and caregiver behavior. Using an online questionnaire in 1348 typically developing, French hearing children (50% female) aged 10 to 28 months, 723 children exposed to baby sign at home were compare…
No Evidence for Agent−Patient Role Attribution in Human Infants, Human Adults, and Guinea Baboons ( Papio papio)
Languages describe “who is doing what to whom” by distinguishing the event roles of agent (doer) and patient (undergoer), but it is debated whether they result from nonlinguistic representations that may already exist in preverbal infants and nonhuman animals. The phenomenon of causal perception, where the subsequent movements of two objects A and B evoke the impression of A launching B, is a simple depiction of an agent−patient relation. The sem…
Linguistics (17 obras) · Psychology (17 obras) · Computer Science (16 obras) · Natural language processing (13 obras) · Language Development and Disorders (12 obras) · Artificial Intelligence (11 obras) · Reading and Literacy Development (9 obras) · Cognitive psychology (7 obras) · Child and Animal Learning Development (6 obras) · Neurobiology of Language and Bilingualism (6 obras)