Toddlers Link Social and Speech Variation during Word Learning

Autor/inn/en	Weatherhead, Drew; White, Katherine S.
Titel	Toddlers Link Social and Speech Variation during Word Learning
Quelle	In: Developmental Psychology, 57 (2021) 8, S.1195-1209 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weatherhead, Drew) ORCID (White, Katherine S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001032
Schlagwörter	Toddlers; Language Variation; Vowels; Pronunciation; Race; Speech Communication; Vocabulary Development; Age Differences; Gender Differences; Comparative Analysis; Generalization; Cognitive Mapping; Novelty (Stimulus Dimension); Behavior Patterns; Social Differences; Language Acquisition; Sociolinguistics; Auditory Stimuli; Eye Movements; Task Analysis + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Sprachenvielfalt; Aussprache; Rasse; Abstammung; Wortschatzarbeit; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Sozialer Unterschied; Sprachaneignung; Spracherwerb; Soziolinguistik; Auditive Stimulation; Augenbewegung; Aufgabenanalyse
Abstract	Within a language, there is considerable variation in the pronunciations of words owing to social factors like age, gender, nationality, and race. In the present study, we investigate whether toddlers link social and linguistic variation during word learning. In Experiment 1, 24- to 26-month-old toddlers were exposed to two talkers whose front vowels differed systematically. One talker trained them on a word-referent mapping. At test, toddlers saw the trained object and a novel object; they heard a single novel label from both talkers. Toddlers responded differently to the label as a function of talker. The following experiments demonstrate that toddlers generalize specific pronunciations across speakers of the same race (Experiment 2), but not across speakers who are simply an unfamiliar race (Experiment 3). They also generalize pronunciations based on previous affiliative behavior (Experiment 4). When affiliative behavior and race are pitted against each other, toddlers' linguistic interpretations are more influenced by affiliative behavior (Experiment 5). These experiments suggest that toddlers attend to and link social and speech variation in their environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01