Effects of Socio-Economic Status on Infant Native and Non-Native Phoneme Discrimination

Autor/inn/en	Singh, Leher; Cheng, Qiqi; Yeung, Wei-Jun Jean
Titel	Effects of Socio-Economic Status on Infant Native and Non-Native Phoneme Discrimination
Quelle	In: Developmental Science, 26 (2023) 4, (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13351
Schlagwörter	Socioeconomic Status; Infants; Native Language; Auditory Discrimination; Phonetics; Indo European Languages; Foreign Countries; Age Differences; Predictor Variables; Singapore + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Infant; Toddler; Toddlers; Kleinkind; Phonetik; Fonetik; Indoeuropäisch; Ausland; Age; Difference; Age difference; Altersunterschied; Prädiktor; Singapur
Abstract	Infants undergo fundamental shifts in perception that are reported to be critical for language acquisition. In particular, infants' perception of native and non-native sounds begins to align with the properties of their native sound system. Thus far, empirical evidence for this transition--perceptual narrowing--has drawn from socio-economically and linguistically narrow populations from limited world regions. In this study, infants were sampled across diverse socio-economic strata and linguistic development in Singapore. One hundred and 16 infants were tested on their ability to discriminate both a native phonetic contrast (/ba/ versus /da/) and a non-native Hindi contrast (/ta/ versus /[voiceless retroflex plosive]). Infants ranged in age from 6 to 12 months. Associations between age and discrimination varied by contrast type. Results demonstrated that infants' native sensitivities were positively predicted by family SES, whereas non-native sensitivities were not. Maternal socio-economic factors uniquely predicted native language sensitivity. Findings suggest that infants' sensitivity to native sound contrasts is influenced by their family socio-economic status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01