Talker familiarity and spoken word recognition in school-age children.
Talker familiarity and spoken word recognition in school-age children.
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DOI：
10.1017/s0305000914000506
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发表时间：
2015-07
影响因子：
2.2
通讯作者：
Levi, Susannah V.
中科院分区：
文献类型：
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作者：
Levi, Susannah V.
对成年人的研究表明，当听者熟悉说话者的声音时，口语处理会得到改善，这被称为熟悉说话者优势。目前的研究探讨了这种能力是否延伸到仍在学习语言的学龄儿童。孩子们熟悉三个德英双语说话者的声音，并对六个双语者的讲话进行测试，其中三个是熟悉的。结果显示，当孩子们熟悉说话者时，他们的口语处理确实有所改善，但这种改善仅限于高度熟悉的词汇。这种限制的熟悉的谈话者优势是由于在表征的差异，非常熟悉和不熟悉的词汇项目。此外，儿童没有表现出口音一般的学习;尽管在训练期间接触过德国口音的谈话者，但对于新的德国口音谈话者没有改善。
Research with adults has shown that spoken language processing is improved when listeners are familiar with talkers’ voices, known as the familiar talker advantage. The current study explored whether this ability extends to school-age children, who are still acquiring language. Children were familiarized with the voices of three German–English bilingual talkers and were tested on the speech of six bilinguals, three of whom were familiar. Results revealed that children do show improved spoken language processing when they are familiar with the talkers, but this improvement was limited to highly familiar lexical items. This restriction of the familiar talker advantage is attributed to differences in the representation of highly familiar and less familiar lexical items. In addition, children did not exhibit accent-general learning; despite having been exposed to German-accented talkers during training, there was no improvement for novel German-accented talkers.