Literaturnachweis - Detailanzeige
| Autor/inn/en | Yeung, H. Henny; Chen, Ke Heng; Werker, Janet F. |
|---|---|
| Titel | When Does Native Language Input Affect Phonetic Perception? The Precocious Case of Lexical Tone |
| Quelle | In: Journal of Memory and Language, 68 (2013) 2, S.123-139 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0749-596X |
| DOI | 10.1016/j.jml.2012.09.004 |
| Schlagwörter | Native Language; Phonetics; Auditory Perception; Infants; Mandarin Chinese; Sino Tibetan Languages; English; Preferences; Vowels; Phonemes; Acoustics; Age Differences |
| Abstract | Previous studies have suggested that the perception of vowels and consonants changes from language-universal to language-specific between 6 and 12 months of age. This report suggests that language-specific perception emerges even earlier for lexical tones. Experiment 1 tested English-learners' perception of Cantonese tones, replicating declines in tone discrimination from 4 to 9 months of age. Experiment 2 tested infants learning "non-native" versus "native" tone systems (Mandarin-learners versus Cantonese-learners). All Chinese-learners discriminated the tones, but showed language-specific differences in tone "preferences" at both ages. Indeed, English-, Mandarin-, and Cantonese-learning 4-month-olds all exhibited distinct preferences. With other work, this shows that language-specific speech perception emerges over a more complex and extended schedule than previously thought: first for lexical stress and tone (less than 5 months), then vowels (6-8 months), consonants (8.5-12 months), and finally phoneme duration (18 months). Acoustic salience likely plays an important role in determining the timing of phonetic development. (Contains 6 figures and 2 tables.) (As Provided). |
| Anmerkungen | Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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