关注说话者的特征:单语和多语婴儿的词汇学习与识别

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
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引用次数: 0

摘要

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