{"title":"English-learning infants developing sensitivity to vowel phonotactic cues to word segmentation.","authors":"Hironori Katsuda, Megha Sundara","doi":"10.1111/desc.13564","DOIUrl":null,"url":null,"abstract":"<p><p>Previous research has shown that when domain-general transitional probability (TP) cues to word segmentation are in conflict with language-specific stress cues, English-learning 5- and 7-month-olds rely on TP, whereas 9-month-olds rely on stress. In two artificial languages, we evaluated English-learning infants' sensitivity to TP cues to word segmentation vis-a-vis language-specific vowel phonotactic (VP) cues-English words do not end in lax vowels. These cues were either consistent or conflicting. When these cues were in conflict, 10-month-olds relied on the VP cues, whereas 5-month-olds relied on TP. These findings align with statistical bootstrapping accounts, where infants initially use domain-general distributional information for word segmentation, and subsequently discover language-specific patterns based on segmented words. RESEARCH HIGHLIGHTS: Research indicates that when transitional probability (TP) conflicts with stress cues for word segmentation, English-learning 9-month-olds rely on stress, whereas younger infants rely on TP. In two artificial languages, we evaluated English-learning infants' sensitivity to TP versus vowel phonotactic (VP) cues for word segmentation. When these cues conflicted, 10-month-olds relied on VPs, whereas 5-month-olds relied on TP. These findings align with statistical bootstrapping accounts, where infants first utilize domain-general distributional information for word segmentation, and then identify language-specific patterns from segmented words.</p>","PeriodicalId":48392,"journal":{"name":"Developmental Science","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Science","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/desc.13564","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
Previous research has shown that when domain-general transitional probability (TP) cues to word segmentation are in conflict with language-specific stress cues, English-learning 5- and 7-month-olds rely on TP, whereas 9-month-olds rely on stress. In two artificial languages, we evaluated English-learning infants' sensitivity to TP cues to word segmentation vis-a-vis language-specific vowel phonotactic (VP) cues-English words do not end in lax vowels. These cues were either consistent or conflicting. When these cues were in conflict, 10-month-olds relied on the VP cues, whereas 5-month-olds relied on TP. These findings align with statistical bootstrapping accounts, where infants initially use domain-general distributional information for word segmentation, and subsequently discover language-specific patterns based on segmented words. RESEARCH HIGHLIGHTS: Research indicates that when transitional probability (TP) conflicts with stress cues for word segmentation, English-learning 9-month-olds rely on stress, whereas younger infants rely on TP. In two artificial languages, we evaluated English-learning infants' sensitivity to TP versus vowel phonotactic (VP) cues for word segmentation. When these cues conflicted, 10-month-olds relied on VPs, whereas 5-month-olds relied on TP. These findings align with statistical bootstrapping accounts, where infants first utilize domain-general distributional information for word segmentation, and then identify language-specific patterns from segmented words.
期刊介绍:
Developmental Science publishes cutting-edge theory and up-to-the-minute research on scientific developmental psychology from leading thinkers in the field. It is currently the only journal that specifically focuses on human developmental cognitive neuroscience. Coverage includes: - Clinical, computational and comparative approaches to development - Key advances in cognitive and social development - Developmental cognitive neuroscience - Functional neuroimaging of the developing brain