Infants' discrimination of consonant contrasts in the presence and absence of talker variability
Dados Bibliográficos
| ID | 16782810 |
|---|---|
| Autores | Carolyn Quam (0000-0003-2607-8597, Portland State University, autor correspondente), Lauren Clough, Lauren Taylor Clough (University of Arizona), Sara Knight (University of Arizona), Louann Gerken (0000-0001-7376-6208, University of Arizona) |
| Ano | 2021 |
| Volume | 26 |
| Fascículo | 1 |
| Páginas | 84-103 |
| Data de publicação | 2021-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Infancy (JOURNAL) |
| Identificadores do periódico | ISSN: 1525-0008 • E-ISSN: 1532-7078 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/infa.12371 |
| PMID | 33063948 |
| OpenAlex | W3093157443 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 61 |
To learn speech‐sound categories, infants must identify the acoustic dimensions that differentiate categories and selectively attend to them as opposed to irrelevant dimensions. Variability on irrelevant acoustic dimensions can aid formation of robust categories in infants through adults in tasks such as word learning (e.g., Rost and McMurray, 2009) or speech‐sound learning (e.g., Lively et al., 1993). At the same time, variability sometimes overwhelms learners, interfering with learning and processing. Two prior studies (Kuhl & Miller, 1982; Jusczyk, Pisoni, & Mullennix, 1992) found that irrelevant variability sometimes impaired early sound discrimination. We asked whether variability would impair or facilitate discrimination for older infants, comparing 7.5‐month‐old infants' discrimination of an early acquired native contrast, /p/ vs. /b/ (in the word forms /pIm/ vs. /bIm/), in Experiment 1, with an acoustically subtle, non‐native contrast, /n/ vs. /ŋ/ (in /nIm/ vs. /ŋIm/), in Experiment 2. Words were spoken by one or four talkers. Infants discriminated the native but not the non‐native contrast, and there were no significant effects of talker condition. We discuss implications for theories of phonological learning and avenues for future research
Audiology · Cognitive psychology · Consonant · Developmental psychology · Linguistics · Stop consonant · Communication · Language and cultural evolution · Language Development and Disorders · Philosophy · Phonetics and Phonology Research · Psychology
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| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 1,5 |
| Intervalo de citações | 2022 - 2025 (4) |
| Velocidade de citação | recent |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |