Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL Cognitive Development Pub Date : 2024-10-01 DOI:10.1016/j.cogdev.2024.101508
Federica Bulgarelli , Sophie Barry , Elika Bergelson
{"title":"Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants","authors":"Federica Bulgarelli ,&nbsp;Sophie Barry ,&nbsp;Elika Bergelson","doi":"10.1016/j.cogdev.2024.101508","DOIUrl":null,"url":null,"abstract":"<div><div>Before age one, infants often fail to recognize words produced by new talkers or in new accents. We ask whether infant’s varying experiences, namely exposure to multiple languages or accented speech, might influence this ability. Monolingually and multilingually-raised North-American 8-month-olds were habituated to a novel word-object link, and tested to see whether they would increase their looking time (i.e. dishabituate) when 1) the word-object link was broken (i.e. hearing a new word with the old object or vice versa), and 2) when the word was produced by a new talker (Exp 1) or in a new accent (Exp 2) (i.e. changes that maintain the word-object link). Monolingually- and multilingually-raised infants dishabituated to all changes, suggesting that their varying accent and language experiences do not shape word learning and recognition as tested here. This work provides further evidence that 8-month-olds’ word-object links are non-adult-like from a more diverse group of participants.</div></div>","PeriodicalId":51422,"journal":{"name":"Cognitive Development","volume":null,"pages":null},"PeriodicalIF":1.8000,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cognitive Development","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885201424000935","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0

Abstract

Before age one, infants often fail to recognize words produced by new talkers or in new accents. We ask whether infant’s varying experiences, namely exposure to multiple languages or accented speech, might influence this ability. Monolingually and multilingually-raised North-American 8-month-olds were habituated to a novel word-object link, and tested to see whether they would increase their looking time (i.e. dishabituate) when 1) the word-object link was broken (i.e. hearing a new word with the old object or vice versa), and 2) when the word was produced by a new talker (Exp 1) or in a new accent (Exp 2) (i.e. changes that maintain the word-object link). Monolingually- and multilingually-raised infants dishabituated to all changes, suggesting that their varying accent and language experiences do not shape word learning and recognition as tested here. This work provides further evidence that 8-month-olds’ word-object links are non-adult-like from a more diverse group of participants.
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
关注说话者的特征:单语和多语婴儿的词汇学习与识别
一岁前,婴儿经常无法识别新的说话者或新的口音所产生的词语。我们的问题是,婴儿的不同经历(即接触多种语言或重音说话)是否会影响他们的这种能力。我们对 8 个月大的北美单语和多语种婴儿进行了习惯新词-对象联系的测试,以观察他们在以下情况下是否会增加寻找时间(即 "不习惯"):1)词-对象联系中断(即听到新词与旧对象或相反);2)新的说话者(实验 1)或新的口音(实验 2)(即保持词-对象联系的变化)。单语和多语养育的婴儿对所有变化都不适应,这表明他们不同的口音和语言经验并不会影响单词的学习和识别。这项研究进一步证明,8 个月大的婴儿与词-对象的联系是非成人型的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 去求助
来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
期刊最新文献
From spontaneous focusing on numerosity to mathematics achievement: The mediating role of non-symbolic number processing and mapping between symbolic and non-symbolic representations of number Preschoolers prioritize humans over robots less than adults do: An eye-tracking study Sociolinguistic development in a diverse, multilinguistic environment: Evidence from multilingual children in Gujarat, India Attentional skills, developmental areas, and phonological awareness in children aged 5–6 years Attending to talker characteristics: Word learning and recognition in monolingually- and multilingually-raised infants
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1