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Better Processing of Consonantal Over Vocalic Information in Word Learning at 16 Months of Age

Bibliographic Data

ID16782878
AuthorsMélanie Havy (0000-0003-4778-479X, Délégation Paris 5, corresponding author), Thierry Nazzi (0000-0002-4378-3661, Délégation Paris 5)
Year2009
Volume14
Issue4
Pages439-456
Publication date2009-07-08
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInfancy (JOURNAL)
Journal identifiersISSN: 1525-0008 • E-ISSN: 1532-7078
PublisherWiley (PUBLISHER • GB)
DOI10.1080/15250000902996532
PMID32693448
OpenAlexW2127436665
LanguageEN
Citations received30
References cited30

Previous research using the name‐based categorization task has shown that 20‐month‐old infants can simultaneously learn 2 words that only differ by 1 consonantal feature but fail to do so when the words only differ by 1 vocalic feature. This asymmetry was taken as evidence for the proposal that consonants are more important than vowels at the lexical level. This study explores this consonant‐vowel asymmetry in 16‐month‐old infants, using an interactive word learning task. It shows that the pattern of the 16‐month‐olds is the same as that of the 20‐month‐olds. Infants succeeded with 1‐feature consonantal contrasts (either place or voicing) but were at chance level with 1‐feature vocalic contrasts (either place or height). These results thus contribute to a growing body of evidence establishing, from early infancy to adulthood, that consonants and vowels have different roles in lexical acquisition and processing

Age of Acquisition · Categorization · Cognition · Consonant · Linguistics · Voice · Vowel · Language Development and Disorders · Phonetics and Phonology Research · Psychology · Reading and Literacy Development

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Unique citing works30
Citations per year1,76
Citation span2009 - 2024 (16)
Citation velocityrecent
Highly citedNo
Citation typesNeutral: 28

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