Learning of Syllable-Object Relations by Preverbal Infants: The Role of Temporal Synchrony and Syllable Distinctiveness

Autor/in	Gogate, Lakshmi J.
Titel	Learning of Syllable-Object Relations by Preverbal Infants: The Role of Temporal Synchrony and Syllable Distinctiveness
Quelle	In: Journal of Experimental Child Psychology, 105 (2010) 3, S.178-197 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.10.007
Schlagwörter	Syllables; Infants; Habituation; Time Perspective; Experiments; Asynchronous Communication; Mothers; Concept Mapping + Suchen Sie Ihr Suchwort? Silbe; Infant; Toddler; Toddlers; Kleinkind; Zeitbezug; Erprobung; Mother; Mutter; Concept Map
Abstract	The role of temporal synchrony and syllable distinctiveness in preverbal infants' learning of word-object relations was investigated. In Experiment 1, 7- and 8-month-olds (N=64) were habituated under conditions where two "similar-sounding" syllables, /tah/ and /gah/, were spoken simultaneously with the motions of one of two sets of objects ("synchronous") or out of phase with the motions ("asynchronous"). On test trials, 8-month-olds, but not 7-month-olds, showed learning of the relations in the synchronous condition but not in the asynchronous condition. Furthermore, in Experiment 2, following habituation to one of the synchronous syllable-object pairs, 7-month-olds (n=8) discriminated the syllables and the objects. In Experiment 3, following habituation to two "distinct" syllables, /tah/-/gih/ or /gah/-/tih/, paired with identical objects, 7-month-olds (n=40) showed learning of the relations, again only in the synchronous condition. Thus, synchrony, which mothers naturally provide between words and object motions, facilitated the mapping onto objects of similar-sounding syllables at 8 months of age and distinct syllables at 7 months of age. These findings suggest an interaction between infants' synchrony and syllable distinctiveness perception during early word mapping development. (Contains 2 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10