A protracted developmental trajectory for English-learning children’s detection of consonant mispronunciations in newly learned words
Bibliographic Data
| ID | 21630869 |
|---|---|
| Authors | Carolyn Quam (0000-0003-2607-8597, Portland State University, corresponding author), Daniel Swingley (0000-0002-2891-0175, University of Pennsylvania) |
| Year | 2023 |
| Volume | 30 |
| Issue | 3-4 |
| Pages | 256-276 |
| Publication date | 2023-10-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Acquisition (JOURNAL) |
| Journal identifiers | ISSN: 1048-9223 • E-ISSN: 1532-7817 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10489223.2022.2069026 |
| PMID | 37377488 |
| OpenAlex | W4281744995 |
| Language | EN |
| Citations received | 5 |
| References cited | 70 |
Children are adept at learning their language's speech-sound categories, but just how these categories function in their developing lexicon has not been mapped out in detail. Here, we addressed whether, in a language-guided looking procedure, two-year-olds would respond to a mispronunciation of the voicing of the initial consonant of a newly learned word. First, to provide a baseline of mature native-speaker performance, adults were taught a new word under training conditions of low prosodic variability. In a second experiment, 24- and 30-month-olds were taught a new word under training conditions of high or low prosodic variability. Children and adults showed evidence of learning the taught word. Adults' target looking was reduced when the novel word was realized at test with a change in the voicing of the initial consonant, but children did not show any such decrement in target fixation. For both children and adults, most learners did not treat the phonologically distinct variant as a different word. Acoustic-phonetic variability during teaching did not have consistent effects. Thus, under conditions of intensive short-term training, 24- and 30-month-olds did not differentiate a newly learned word from a variant differing only in consonant voicing. High task complexity during training could explain why mispronunciation detection was weaker here than in some prior studies
Consonant · Language acquisition · Linguistics · Mathematics education · Communication · Language Development and Disorders · Philosophy · Phonetics and Phonology Research · Psychology · Reading and Literacy Development
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Does size matter? Subsegmental cues to vowel mispronunciation detection
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Phonological specificity in children at 1;2
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Infants' discrimination of consonant contrasts in the presence and absence of talker variability
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Infants' Ability to Learn Phonetically Similar Words
Phonological Specificity in 12‐ and 17‐Month‐Old French‐Speaking Infants
How Consonants and Vowels Shape Spoken-Language Recognition
Simultaneous Bilingualism and the Perception of a Language-Specific Vowel Contrast in the First Year of Life
Phonetic Detail in the Developing Lexicon
The development of infants’ responses to mispronunciations
Two-year-olds interpret novel phonological neighbors as familiar words
Lexical exposure and word-form encoding in 1.5-year-olds
From general to language-specific capacities
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |