共查询到20条相似文献，搜索用时 31 毫秒
1.
Novel Word Learning in Bilingual and Monolingual Infants: Evidence for a Bilingual Advantage 
下载免费PDF全文
下载免费PDF全文 Leher Singh Charlene S. L. Fu Zhi Wen Tay Roberta Michnick Golinkoff 《Child development》2018,89(3):e183-e198
Previous studies revealing that monolingual and bilingual infants learn similar sounding words with comparable success are largely based on prior investigations involving single‐feature changes in the onset consonant of a word. There have been no investigations of bilingual infants' abilities to learn similar sounding words differentiated by vowels. In the current study, 18‐month‐old bilingual and monolingual infants (n = 90) were compared on their sensitivity to a vowel change when learning the meanings of words. Bilingual infants learned similar sounding words differing by a vowel contrast, whereas monolingual English‐ and Mandarin‐learning infants did not. Findings are discussed in terms of early constraints on novel word learning in bilingual and monolingual infants. 相似文献
2.
From Flexibility to Constraint: The Contrastive Use of Lexical Tone in Early Word Learning 下载免费PDF全文
下载免费PDF全文 Jessica F. Hay Katharine Graf Estes Tianlin Wang Jenny R. Saffran 《Child development》2015,86(1):10-22
Infants must develop both flexibility and constraint in their interpretation of acceptable word forms. The current experiments examined the development of infants' lexical interpretation of non‐native variations in pitch contour. Fourteen‐, 17‐, and 19‐month‐olds (Experiments 1 and 2, N = 72) heard labels for two novel objects; labels contained the same syllable produced with distinct pitch contours (Mandarin lexical tones). The youngest infants learned the label–object mappings, but the older groups did not, despite being able to discriminate pitch differences in an object‐free task (Experiment 3, N = 14). Results indicate that 14‐month‐olds remain flexible regarding what sounds make meaningful distinctions between words. By 17–19 months, experience with a nontonal native language constrains infants' interpretation of lexical tone. 相似文献
3.
The present experiments tested bilingual infants' developmental narrowing for the interpretation of sounds that form words. These studies addressed how language specialization proceeds when the environment provides varied and divergent input. Experiment 1 (N = 32) demonstrated that bilingual 14‐ and 19‐month‐olds learned a pair of object labels consisting of the same syllable produced with distinct pitch contours (rising and falling). Infants' native languages did not use pitch contour to differentiate words. In Experiment 2 (N = 16), 22‐month‐old bilinguals failed to learn the labels. These results conflict with the developmental trajectory of monolinguals, who fail to learn pitch contour contrasts as labels at 17–19 months (Hay, Graf Estes, Wang, & Saffran, 2015). Bilingual infants exhibited a prolonged period of flexibility in their interpretation of potential word forms. 相似文献
4.
Early in development, many word‐learning phenomena generalize to symbolic gestures. The current study explored whether children avoid lexical overlap in the gestural modality, as they do in the verbal modality, within the context of ambiguous reference. Eighteen‐month‐olds’ interpretations of words and symbolic gestures in a symbol‐disambiguation task (Experiment 1) and a symbol‐learning task (Experiment 2) were investigated. In Experiment 1 (N = 32), children avoided verbal lexical overlap, mapping novel words to unnamed objects; children failed to display this pattern with symbolic gestures. In Experiment 2 (N = 32), 18‐month‐olds mapped both novel words and novel symbolic gestures onto their referents. Implications of these findings for the specialized nature of word learning and the development of lexical overlap avoidance are discussed. 相似文献
5.
Leher Singh 《Child development》2018,89(4):e397-e413
Prior research suggests that bilingualism may endow infants with greater phonological flexibility. This study investigated whether this flexibility facilitates word learning in additional languages (n = 96). Experiment 1 compared 18‐ to 20‐month‐old monolingual (English) and bilingual (English/Mandarin) infants on their ability to learn words distinguished by click consonants from a Southern African language, Ndebele. English–Mandarin bilingual infants were sensitive to Ndebele click contrasts, but monolingual English infants were not. In Experiments 2a and 2b, we investigated whether enhanced bilingual sensitivity extended to analogous nonlinguistic labels: hand claps and finger snaps. Although discriminated by infants, neither group distinguished words labeled by hand claps and finger snaps. Results suggest that bilingual infants' sustained openness to non native contrast may facilitate the uptake of words in distant languages. 相似文献
6.
Lexical competition that occurs as speech unfolds is a hallmark of adult oral language comprehension crucial to rapid incremental speech processing. This study used pause detection to examine whether lexical competition operates similarly at 7–8 years and tested variables that influence “online” lexical activity in adults. Children (n = 20) and adults (n = 17) were slower to detect pauses in familiar words with later uniqueness points. Faster latencies were obtained for words with late uniqueness points in constraining compared with neutral sentences; no such effect was observed for early unique words. Following exposure to novel competitors (“biscal”), children (n = 18) and adults (n = 18) showed competition for existing words with early uniqueness points (“biscuit”) after 24 hr. Thus, online lexical competition effects are remarkably similar across development. 相似文献
7.
Two experiments investigated whether infants can use their rich social knowledge to bind representations of individual objects into larger social units, thereby overcoming the three‐item limit of working memory. In Experiment 1, 16‐month‐olds (n = 32) remembered up to four hidden dolls when the dolls had faced and interacted with each other in pairs, but not when they faced and interacted with the infant, suggesting that infants chunked the dolls into social pairs. In Experiment 2 (n = 16), infants failed to remember four dolls when they faced each other without interacting, indicating that interaction between the dolls was necessary to drive chunking. This work bridges a gap between social cognition and memory by demonstrating that infants can use social cues to expand memory. 相似文献
8.
All languages employ certain phonetic contrasts when distinguishing words. Infant speech perception is rapidly attuned to these contrasts before many words are learned, thus phonetic attunement is thought to proceed independently of lexical and referential knowledge. Here, evidence to the contrary is provided. Ninety‐eight 9‐month‐old English‐learning infants were trained to perceive a non‐native Cantonese tone contrast. Two object–tone audiovisual pairings were consistently presented, which highlighted the target contrast (Object A with Tone X; Object B with Tone Y). Tone discrimination was then assessed. Results showed improved tone discrimination if object–tone pairings were perceived as being referential word labels, although this effect was modulated by vocabulary size. Results suggest how lexical and referential knowledge could play a role in phonetic attunement. 相似文献
9.
Out of Reach,Out of Mind? Infants’ Comprehension of References to Hidden Inaccessible Objects 下载免费PDF全文
下载免费PDF全文 This study investigated the nature of infants’ difficulty understanding references to hidden inaccessible objects. Twelve‐month‐old infants (N = 32) responded to the mention of objects by looking at, pointing at, or approaching them when the referents were visible or accessible, but not when they were hidden and inaccessible (Experiment I). Twelve‐month‐olds (N = 16) responded robustly when a container with the hidden referent was moved from a previously inaccessible position to an accessible position before the request, but failed to respond when the reverse occurred (Experiment II). This suggests that infants might be able to track the hidden object's dislocations and update its accessibility as it changes. Knowing the hidden object is currently inaccessible inhibits their responding. Older, 16‐month‐old (N = 17) infants’ performance was not affected by object accessibility. 相似文献
10.
The concept of spreading activation describes how retrieval of one memory cues retrieval of other memories that are associated with it. This study explored spreading activation in 6‐, 12‐, and 18‐month‐old infants. Infants (n = 144) learned two tasks within the same experimental session; one task, deferred imitation (DI), is typically remembered longer than the other task, visual recognition memory (VRM). At all ages, retrieval of the DI memory facilitated retrieval of the VRM memory, but the conditions under which this spreading activation occurred changed as a function of age. The implications of these findings are discussed in relation to the development of mnemonic networks during infancy and the value of studying infants for our understanding of memory more generally. 相似文献
11.
To understand spoken words, listeners must appropriately interpret co‐occurring talker characteristics and speech sound content. This ability was tested in 6‐ to 14‐months‐olds by measuring their looking to named food and body part images. In the new talker condition (n = 90), pictures were named by an unfamiliar voice; in the mispronunciation condition (n = 98), infants’ mothers “mispronounced” the words (e.g., nazz for nose). Six‐ to 7‐month‐olds fixated target images above chance across conditions, understanding novel talkers, and mothers’ phonologically deviant speech equally. Eleven‐ to 14‐months‐olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning. 相似文献
12.
Marianne Barbu‐Roth David I. Anderson Ryan J. Streeter Marie Combrouze Juana Park Brooke Schultz Joseph J. Campos François Goffinet Joëlle Provasi 《Child development》2015,86(2):441-455
Two independent experiments (n = 22 and n = 22) showed that 2‐month‐old infants displayed significantly more stepping movements when supported upright in the air than when supported with their feet contacting a surface. Air‐ and surface‐stepping kinematics were quite similar (Experiment 2). In addition, when data were collapsed across both experiments, more air steps and more donkey kicks were seen when infants were exposed to optic flows that specified backward compared to forward translation. The findings challenge the currently accepted heavy legs explanation for the disappearance of stepping at 2 months of age and raise new questions about the visual control of stepping. 相似文献
13.
Meredith McKague Chris Davis Chris Pratt Michael B. Johnston 《Journal of Research in Reading》2008,31(1):55-76
Skilled readers were trained to recognise either the oral (n=44) or visual form (n=40) of a set of 32 novel words (oral and visual instantiation, respectively). Training involved learning the ‘meanings’ for the instantiated words and was followed by a visual lexical decision task in which the instantiated words were mixed with real English words and untrained pseudowords, and the instantiated words were to be considered as words. The phonology‐to‐orthography consistency (feedback consistency) of the instantiated words was manipulated to investigate the role of feedback from phonology in orthographic learning. Masked consonant and vowel‐preserving form primes were used in the lexical decision task as probes of orthographic learning. Feedback‐consistent instantiated words were recognised significantly faster in lexical decision than feedback‐inconsistent instantiated words, and facilitation was significantly greater from consonant‐preserving than vowel‐preserving primes for orally but not visually instantiated words. The results support the hypothesis that orthographic representations based on a consonant frame can be generated from the speech signal before encountering the printed forms, and that feedback from phonology is involved in the early stages of orthographic learning. 相似文献
14.
Adults recognize emotions conveyed by bodies with comparable accuracy to facial emotions. However, no prior study has explored infants' perception of body emotions. In Experiment 1, 6.5‐month‐olds (n = 32) preferred happy over neutral actions of actors with covered faces in upright but not inverted silent videos. In Experiment 2, infants (n = 32) matched happy and angry videos to corresponding vocalizations when the videos were upright but not when they were inverted. Experiment 3 (n = 16) demonstrated that infants' performance in Experiment 2 was not driven by information from the covered face and head. Thus, young infants are sensitive to emotions conveyed by bodies and match them to affective vocalizations, indicating sophisticated emotion processing capabilities early in life. 相似文献
15.
Sleep enhances generalization in adults, but this has not been examined in toddlers. This study examined the impact of napping versus wakefulness on the generalization of word learning in toddlers when the contextual background changes during learning. Thirty 2.5‐year‐old children (M = 32.94, SE = 0.46) learned labels for novel categories of objects, presented on different contextual backgrounds, and were tested on their ability to generalize the labels to new exemplars after a 4‐hr delay with or without a nap. The results demonstrated that only children who did not nap were able to generalize learning. These findings have critical implications for the functions of sleep versus wakefulness in generalization, implicating a role for forgetting during wakefulness in generalization. 相似文献
16.
Most previous research on imitation in infancy has focused on infants' learning of instrumental actions on objects. This study focused instead on the more social side of imitation, testing whether being mimicked increases prosocial behavior in infants, as it does in adults (van Baaren, Holland, Kawakami, & van Knippenberg, 2004). Eighteen‐month‐old infants (N = 48) were either mimicked or not by an experimenter; then either that experimenter or a different adult needed help. Infants who had previously been mimicked were significantly more likely to help both adults than infants who had not been mimicked. Thus, even in infancy, mimicry has positive social consequences: It promotes a general prosocial orientation toward others. 相似文献
17.
Amanda C. Brandone 《Child development》2017,88(3):846-866
Effective category‐based induction requires understanding that categories include both fundamental similarities between members and important variation. This article explores 4‐ to 11‐year‐olds’ (n = 207) and adults’ (n = 49) intuitions about this balance between within‐category homogeneity and variability using a novel induction task in which participants predict the distribution of a property among members of a novel category. Across childhood, children learned to recognize variability within categories—showing increasing sensitivity to the role of property type and domain in constraining inferences. Children below the age of 6 showed evidence for a domain‐general assumption that categories are homogeneous—generalizing properties broadly to 100% of category members. These studies support important developmental changes in category representations that may influence category‐based induction. 相似文献
18.
Infants' visual short‐term memory (VSTM) for simple objects undergoes dramatic development: Six‐month‐old infants can store in VSTM information about only a simple object presented in isolation, whereas 8‐month‐old infants can store information about simple objects presented in multiple‐item arrays. This study extended this work to examine the development of infants' VSTM for complex objects during this same period (N = 105). Using the simultaneous streams change detection paradigm, Experiment 1 confirmed the previous developmental trajectory between 6 and 8 months. Experiment 2 showed that doubling the exposure time did not enhance 6‐month‐old infants' change detection, demonstrating that the developmental change is not due to encoding speed. Thus, VSTM for simple and complex objects appears to follow the same developmental trajectory. 相似文献
19.
What Develops in Infants’ Spatial Categorization? Korean Infants’ Categorization of Containment and Tight‐Fit Relations 下载免费PDF全文
下载免费PDF全文 Korean‐learning infants’ categorization of two spatial categories, one consistent and one inconsistent with the Korean semantic category of “kkita,” was examined. Infants of 10 months (n = 32) and 18 months (n = 49) were tested on their categorization of containment or tight fit spatial relations. At 10 months, infants only formed a category of containment, but at 18 months, their categorization of tight fit was significantly stronger than containment. The results suggest that Korean infants benefit from their language environment in forming a category of tight fit when the exemplars are perceptually diverse. In particular, infants’ language environment may bolster their ability to generalize across diverse exemplars to form abstract categorical representations of spatial relations. 相似文献
20.
What Paves the Way to Conventional Language? The Predictive Value of Babble,Pointing, and Socioeconomic Status 下载免费PDF全文
下载免费PDF全文 Michelle McGillion Jane S. Herbert Julian Pine Marilyn Vihman Rory dePaolis Tamar Keren‐Portnoy Danielle Matthews 《Child development》2017,88(1):156-166
A child's first words mark the emergence of a uniquely human ability. Theories of the developmental steps that pave the way for word production have proposed that either vocal or gestural precursors are key. These accounts were tested by assessing the developmental synchrony in the onset of babbling, pointing, and word production for 46 infants observed monthly between the ages of 9 and 18 months. Babbling and pointing did not develop in tight synchrony and babble onset alone predicted first words. Pointing and maternal education emerged as predictors of lexical knowledge only in relation to a measure taken at 18 months. This suggests a far more important role for early phonological development in the creation of the lexicon than previously thought. 相似文献