Preschoolers Rely on Rich Speech Representations to Process Variable Speech

Autor/inn/en	Cychosz, Margaret; Mahr, Tristan; Munson, Benjamin; Newman, Rochelle; Edwards, Jan R.
Titel	Preschoolers Rely on Rich Speech Representations to Process Variable Speech
Quelle	In: Child Development, 94 (2023) 4, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cychosz, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13922
Schlagwörter	Preschool Children; Child Language; Pronunciation; Assistive Technology; Eye Movements; Hearing Impairments; Language Processing; Vocabulary; Lexicology + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Children''s language'; Kindersprache; Aussprache; Augenbewegung; Hearing impairment; Hörbehinderung; Sprachverarbeitung; Wortschatz; Lexikologie
Abstract	To learn language, children must map variable input to categories such as phones and words. How do children process variation and distinguish between variable pronunciations ("shoup" for "soup") versus new words? The unique sensory experience of children with cochlear implants, who learn speech through their device's degraded signal, lends new insight into this question. In a mispronunciation sensitivity eyetracking task, children with implants (N = 33), and typical hearing (N = 24; 36-66 months; 36F, 19M; all non-Hispanic white), with larger vocabularies processed known words faster. But children with implants were less sensitive to mispronunciations than typical hearing controls. Thus, children of all hearing experiences use lexical knowledge to process familiar words but require detailed speech representations to process variable speech in real time. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01