When cues collide: Use of stress and statistical cues to word boundaries by 7-to 9-month-old infants
When cues collide: Use of stress and statistical cues to word boundaries by 7-to 9-month-old infants
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DOI：
10.1037/0012-1649.39.4.706
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发表时间：
2003-07-01
影响因子：
4
通讯作者：
Saffran, JR
中科院分区：
文献类型：
--
作者：
Thiessen, ED;Saffran, JR
先前的研究表明，压力线索对于英语听力能力较强的婴儿的词界识别尤为重要。然而，目前还不清楚婴儿是如何学会注意到重音作为单词分割的线索的。这一系列实验旨在探索不同年龄的婴儿对相互冲突的线索的注意力。实验一重复了之前的发现：当重音和统计线索指示不同的单词边界时，9个月大的婴儿使用音节重音作为分割的线索，而忽略统计线索。然而，在实验2中，7个月大的婴儿更多地关注统计线索，而不是压力线索。这些结果提高了婴儿利用他们的统计和学习能力在语音中定位单词并使用这些单词发现英语中重音提示的规律模式的可能性。不同年龄段的婴儿可能会根据他们目前的语言经验而采取不同的分割策略。
Prior research suggests that stress cues are particularly important for English-hearing infants' detection of word boundaries. It is unclear, though, how infants learn to attend to stress as a cue to word segmentation. This series of experiments was designed to explore infants' attention to conflicting cues at different ages. Experiment I replicated previous findings: When stress and statistical cues indicated different word boundaries, 9-month-old infants used syllable stress as a cue to segmentation while ignoring statistical cues. However, in Experiment 2,7-month-old infants attended more to statistical cues than to stress cues. These results raise the possibility that infants use their statistical, learning abilities to locate words in speech and use those words to discover the regular pattern of stress cues in English. Infants at different ages may deploy different segmentation strategies as a function of their current linguistic experience.