Young Infants' Word Comprehension Given an Unfamiliar Talker or Altered Pronunciations

Autor/inn/en	Bergelson, Elika; Swingley, Daniel
Titel	Young Infants' Word Comprehension Given an Unfamiliar Talker or Altered Pronunciations
Quelle	In: Child Development, 89 (2018) 5, S.1567-1576 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12888
Schlagwörter	Infants; Language Processing; Infant Behavior; Food; Human Body; Pronunciation; Language Acquisition; Child Development; Pictorial Stimuli; Mothers; Parent Child Relationship; Auditory Discrimination; Phonology; Speech Communication; Acoustics; Phonetics; Word Recognition; Language Variation; Listening Comprehension; Task Analysis + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Sprachverarbeitung; Lebensmittel; Menschlicher Körper; Aussprache; Sprachaneignung; Spracherwerb; Kindesentwicklung; Fantasieanregung; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fonologie; Akustik; Phonetik; Fonetik; Worterkennung; Sprachenvielfalt; Hörverständnis; Aufgabenanalyse
Abstract	To understand spoken words, listeners must appropriately interpret co-occurring talker characteristics and speech sound content. This ability was tested in 6- to 14-months-olds by measuring their looking to named food and body part images. In the "new talker" condition (n = 90), pictures were named by an unfamiliar voice; in the "mispronunciation" condition (n = 98), infants' mothers "mispronounced" the words (e.g., "nazz" for nose). Six- to 7-month-olds fixated target images above chance across conditions, understanding novel talkers, and mothers' phonologically deviant speech equally. Eleven- to 14-months-olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01