Now You Hear It: Fourteen-Month-Olds Succeed at Learning Minimal Pairs in Stressed Syllables

Autor/inn/en	Archer, Stephanie; Ference, Jennifer; Curtin, Suzanne
Titel	Now You Hear It: Fourteen-Month-Olds Succeed at Learning Minimal Pairs in Stressed Syllables
Quelle	In: Journal of Cognition and Development, 15 (2014) 1, S.110-122 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2012.728544
Schlagwörter	Infants; Syllables; Cues; Acoustics; Phonology; Associative Learning; Learning Processes; Task Analysis; Cognitive Mapping; Vocabulary Development; Audio Equipment + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Silbe; Stichwort; Akustik; Fonologie; Learning process; Lernprozess; Aufgabenanalyse; Wortschatzarbeit; Audio-CD
Abstract	We examined whether 14-month-olds learn the mapping between a novel word and object in an associative-learning task when the forms differ minimally in only one segment where the crucial difference occurs in a stressed syllable. Fifty infants were presented with novel word-object pairings. Infants in one group heard the minimal difference in an initially stressed syllable, and the other group heard the minimal difference in a medially stressed syllable. Only those infants who were taught the medially stressed minimal pair detected a mismatch in the word-object pairing. These results demonstrate that 14-month-olds can succeed at minimal pair word learning when the critical information is presented in a stressed syllable, but importantly, only when particular acoustic cues are highlighted by syllable position--in this case, the medial position. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10