Literaturnachweis - Detailanzeige
| Autor/inn/en | McQueen, James M.; Tyler, Michael D.; Cutler, Anne |
|---|---|
| Titel | Lexical Retuning of Children's Speech Perception: Evidence for Knowledge about Words' Component Sounds |
| Quelle | In: Language Learning and Development, 8 (2012) 4, S.317-339 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1547-5441 |
| DOI | 10.1080/15475441.2011.641887 |
| Schlagwörter | Evidence; Word Recognition; Auditory Perception; Vocabulary Development; Pronunciation; Phonetics; Pictorial Stimuli; Children; Language Variation; Speech Communication; Language Acquisition |
| Abstract | Children hear new words from many different talkers; to learn words most efficiently, they should be able to represent them independently of talker-specific pronunciation detail. However, do children know what the component sounds of words should be, and can they use that knowledge to deal with different talkers' phonetic realizations? Experiment 1 replicated prior studies on lexically guided retuning of speech perception in adults, with a picture-verification methodology suitable for children. One participant group heard an ambiguous fricative ([s/f]) replacing /f/ (e.g., in words like "giraffe"); another group heard [s/f] replacing /s/ (e.g., in "platypus"). The first group subsequently identified more tokens on a "Simpie-[s/f]impie-Fimpie" toy-name continuum as "Fimpie". Experiments 2 and 3 found equivalent lexically guided retuning effects in 12- and 6-year-olds. Children aged 6 have all that is needed for adjusting to talker variation in speech: detailed and abstract phonological representations and the ability to apply them during spoken-word recognition. (Contains 6 figures and 2 tables.) (As Provided). |
| Anmerkungen | Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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