Pub Date : 2023-09-25DOI: 10.1080/15475441.2023.2260216
{"title":"Acknowledgement of Reviewers","authors":"","doi":"10.1080/15475441.2023.2260216","DOIUrl":"https://doi.org/10.1080/15475441.2023.2260216","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-15DOI: 10.1080/15475441.2023.2256708
Andrew Cheng, Elise McClay, H. Henny Yeung
Research on the acoustic characteristics of Infant Directed Speech (IDS) in North American English indicates that it is generally higher-pitched than Adult Directed Speech (ADS) and has unique prosodic characteristics, which is commonly found across many spoken languages. However, very little research has addressed another important aspect of prosody: voice quality. In the current study, 25 English-speaking mothers from Canada were recorded speaking to their infant children and to an adult peer. Five acoustic measures of voice quality, including glottal constriction, spectral tilt, Harmonic-to-Noise Ratio (HNR), and Cepstral Peak Prominence (CPP), were analyzed. Only CPP, a measure of the breathiness of a speaker’s voice, and corrected H1-A2, a measure of vocal creakiness, were found to be significantly different between the IDS and ADS registers. Sociolinguistic research identifies voice quality as a key indicator of speech style and persona; we connect the pattern of breathiness in IDS to a possible “parental persona” that builds on the affective intent of IDS (rather than the pedagogical intent), with suggestions for future research.
{"title":"An Exploration of Voice Quality in Mothers Speaking Canadian English to Infants","authors":"Andrew Cheng, Elise McClay, H. Henny Yeung","doi":"10.1080/15475441.2023.2256708","DOIUrl":"https://doi.org/10.1080/15475441.2023.2256708","url":null,"abstract":"Research on the acoustic characteristics of Infant Directed Speech (IDS) in North American English indicates that it is generally higher-pitched than Adult Directed Speech (ADS) and has unique prosodic characteristics, which is commonly found across many spoken languages. However, very little research has addressed another important aspect of prosody: voice quality. In the current study, 25 English-speaking mothers from Canada were recorded speaking to their infant children and to an adult peer. Five acoustic measures of voice quality, including glottal constriction, spectral tilt, Harmonic-to-Noise Ratio (HNR), and Cepstral Peak Prominence (CPP), were analyzed. Only CPP, a measure of the breathiness of a speaker’s voice, and corrected H1-A2, a measure of vocal creakiness, were found to be significantly different between the IDS and ADS registers. Sociolinguistic research identifies voice quality as a key indicator of speech style and persona; we connect the pattern of breathiness in IDS to a possible “parental persona” that builds on the affective intent of IDS (rather than the pedagogical intent), with suggestions for future research.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-20DOI: 10.1080/15475441.2023.2246451
L. M. Troesch, J. C. Weiner-Bühler, A. Grob
{"title":"Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children","authors":"L. M. Troesch, J. C. Weiner-Bühler, A. Grob","doi":"10.1080/15475441.2023.2246451","DOIUrl":"https://doi.org/10.1080/15475441.2023.2246451","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82552071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-18DOI: 10.1080/15475441.2023.2246438
Nadia Lana, V. Kuperman
{"title":"Learning Concrete and Abstract Novel Words in Emotional Contexts: Evidence from Incidental Vocabulary Learning","authors":"Nadia Lana, V. Kuperman","doi":"10.1080/15475441.2023.2246438","DOIUrl":"https://doi.org/10.1080/15475441.2023.2246438","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83071233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.1080/15475441.2023.2239801
I. Schwarz, Ellen Marklund, Ulrika Marklund, Lisa Gustavsson, C. Lam-Cassettari
{"title":"Affect in Infant-Directed Speech of Swedish-Speaking Mothers and Fathers to 3-, 6-, 9-, and 12-Month-Old Infants","authors":"I. Schwarz, Ellen Marklund, Ulrika Marklund, Lisa Gustavsson, C. Lam-Cassettari","doi":"10.1080/15475441.2023.2239801","DOIUrl":"https://doi.org/10.1080/15475441.2023.2239801","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76230331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1080/15475441.2023.2224786
Y. Oshima-Takane
{"title":"20-Month-Old infants’ Use of Noun and Verb Morphosyntactic Cues in Novel Word Learning in Dynamic Events","authors":"Y. Oshima-Takane","doi":"10.1080/15475441.2023.2224786","DOIUrl":"https://doi.org/10.1080/15475441.2023.2224786","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75231779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1080/15475441.2023.2196531
B. Landau, E. Davis, Özge Gürcanlı, Colin Wilson
{"title":"How Does English Encode ‘Tight’ Vs. ‘Loose-fit’ Motion Events? It’s Complicated","authors":"B. Landau, E. Davis, Özge Gürcanlı, Colin Wilson","doi":"10.1080/15475441.2023.2196531","DOIUrl":"https://doi.org/10.1080/15475441.2023.2196531","url":null,"abstract":"","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88201888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15475441.2022.2050236
Elspeth Wilson, Rebecca Lawrence, N. Katsos
ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In two experiments, we tested children (5–7 years, N = 33 and N = 25) and adults using a picture-matching director task, in which participants played a game giving cards to the speaker, with some cards being in common ground and some in privileged ground. We found that adults can both derive implicatures when all information is in common ground and not derive them when relevant information is in privileged ground. Children also derive ad hoc implicatures when relevant information is in common ground but, crucially, fail to not derive them when it is in privileged ground. Children’s difficulty with integrating perspective-taking with pragmatic inferencing challenges the received theories about the necessity of perspective-taking in pragmatics.
{"title":"The Role of Perspective-Taking in Children’s Quantity Implicatures","authors":"Elspeth Wilson, Rebecca Lawrence, N. Katsos","doi":"10.1080/15475441.2022.2050236","DOIUrl":"https://doi.org/10.1080/15475441.2022.2050236","url":null,"abstract":"ABSTRACT Young children excel at pragmatic inferences known as ad hoc quantity implicatures: they can infer, for example, that a speaker who said “the card with apples” meant the card with nothing but apples. However, it is not known whether children take into account the speaker’s perspective in deriving such inferences, as adults are able to do, and as the received theories of pragmatics claim. In two experiments, we tested children (5–7 years, N = 33 and N = 25) and adults using a picture-matching director task, in which participants played a game giving cards to the speaker, with some cards being in common ground and some in privileged ground. We found that adults can both derive implicatures when all information is in common ground and not derive them when relevant information is in privileged ground. Children also derive ad hoc implicatures when relevant information is in common ground but, crucially, fail to not derive them when it is in privileged ground. Children’s difficulty with integrating perspective-taking with pragmatic inferencing challenges the received theories about the necessity of perspective-taking in pragmatics.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86894579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/15475441.2022.2060833
Eija Aalto, Katri Saaristo-Helin, Suvi Stolt
ABSTRACT Background noise challenges auditory recognition of speech and may reveal the underlying deficits in auditory word recognition skills. Previous studies have reported an association between children’s auditory skills and various linguistic skills, including phonology, although in some languages only. However, language-specific features influence these connections. This study describes the associations between auditory word recognition ability and phonological skills in a representative group of 3;6-year-old children in less studied language, Finnish (N = 65). Auditory recognition was assessed using a closed-set word recognition task presented in multi-talker babble noise (+13 dB) and the phonological skills using Finnish Phonology Test. A significant, moderate correlation was found between Finnish-speaking children’s auditory word recognition and phonological skills. The late-developing phoneme /r/ challenged word recognition. The sibilant /s/ was noted to be the most noise resistant consonant, and the phoneme pair /r/ and /l/ created the most mutual confusion. The accuracy of phonological representations may be a moderating factor for both auditory recognition and phonological skills. Children with strong phonological skills may recognize spoken words more accurately in noisy everyday situations than children with weaker phonological skills. This should be taken into consideration in children’s daily environments, such as daycare centers and preschools.
{"title":"Auditory Word Recognition Ability in Babble Noise and Phonological Development in Children at 3;6 Years of Age","authors":"Eija Aalto, Katri Saaristo-Helin, Suvi Stolt","doi":"10.1080/15475441.2022.2060833","DOIUrl":"https://doi.org/10.1080/15475441.2022.2060833","url":null,"abstract":"ABSTRACT Background noise challenges auditory recognition of speech and may reveal the underlying deficits in auditory word recognition skills. Previous studies have reported an association between children’s auditory skills and various linguistic skills, including phonology, although in some languages only. However, language-specific features influence these connections. This study describes the associations between auditory word recognition ability and phonological skills in a representative group of 3;6-year-old children in less studied language, Finnish (N = 65). Auditory recognition was assessed using a closed-set word recognition task presented in multi-talker babble noise (+13 dB) and the phonological skills using Finnish Phonology Test. A significant, moderate correlation was found between Finnish-speaking children’s auditory word recognition and phonological skills. The late-developing phoneme /r/ challenged word recognition. The sibilant /s/ was noted to be the most noise resistant consonant, and the phoneme pair /r/ and /l/ created the most mutual confusion. The accuracy of phonological representations may be a moderating factor for both auditory recognition and phonological skills. Children with strong phonological skills may recognize spoken words more accurately in noisy everyday situations than children with weaker phonological skills. This should be taken into consideration in children’s daily environments, such as daycare centers and preschools.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86972722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-04DOI: 10.1080/15475441.2022.2149401
M. Vihman, Mitsuhiko Ota, T. Keren-Portnoy, Rui Qi Choo, Shanshan Lou
ABSTRACT Phonological models of early word learning often assume that child forms can be understood as structural mappings from their adult targets. In contrast, the whole-word phonology model suggests that on beginning word production children represent adult targets as holistic units, reflecting not the exact sound sequence but only the most perceptually salient elements or those that align with their own vocal patterns. Here we ask whether the predictions of the whole-word model are supported by data from children learning Japanese or Mandarin, both languages with phonotactic structures differing from any so far investigated from this perspective. The Japanese child word forms are found to include some characteristics suggestive of whole-word representation, but in Mandarin we find little or no such evidence. Instead, some children are found to make idiosyncratic use of whole syllables, substituting them for target syllables that they match in neither onset nor rime. This result, which neither model anticipates, forces reconsideration of a key tenet of the whole-word model – that early word production is based on word-size holistic representations; instead, at least in some languages, the syllable may serve as the basic representational unit for child learners.
{"title":"A Challenge to Whole-word Phonology? A Study of Japanese and Mandarin","authors":"M. Vihman, Mitsuhiko Ota, T. Keren-Portnoy, Rui Qi Choo, Shanshan Lou","doi":"10.1080/15475441.2022.2149401","DOIUrl":"https://doi.org/10.1080/15475441.2022.2149401","url":null,"abstract":"ABSTRACT Phonological models of early word learning often assume that child forms can be understood as structural mappings from their adult targets. In contrast, the whole-word phonology model suggests that on beginning word production children represent adult targets as holistic units, reflecting not the exact sound sequence but only the most perceptually salient elements or those that align with their own vocal patterns. Here we ask whether the predictions of the whole-word model are supported by data from children learning Japanese or Mandarin, both languages with phonotactic structures differing from any so far investigated from this perspective. The Japanese child word forms are found to include some characteristics suggestive of whole-word representation, but in Mandarin we find little or no such evidence. Instead, some children are found to make idiosyncratic use of whole syllables, substituting them for target syllables that they match in neither onset nor rime. This result, which neither model anticipates, forces reconsideration of a key tenet of the whole-word model – that early word production is based on word-size holistic representations; instead, at least in some languages, the syllable may serve as the basic representational unit for child learners.","PeriodicalId":46642,"journal":{"name":"Language Learning and Development","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86668952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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