Social feedback to infants' babbling facilitates rapid phonological learning
Social feedback to infants' babbling facilitates rapid phonological learning
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DOI：
10.1111/j.1467-9280.2008.02117.x
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发表时间：
2008-05-01
影响因子：
8.2
通讯作者：
Schwade, Jennifer A.
中科院分区：
文献类型：
--
作者：
Goldstein, Michael H.;Schwade, Jennifer A.
婴儿的语前发声很少被认为与交流发展有关。因此，关于语前发声的发展变化机制的研究很少。在这里，我们报告了第一个证据，即照顾者对喋喋不休的婴儿的讲话为语言前发声的发展提供了关键的、实时的指导。9.5个月大婴儿的母亲被指示提供声音产生的模型，根据婴儿的喋喋不休来确定时间。接受临时反馈的婴儿迅速重组了他们的喋喋不休，融入了照顾者讲话中的语音模式，但给予非临时反馈的婴儿则没有。在偶发状态下，婴儿的新发音与其母亲的语音有相同的语音形式，但没有相同的语音内容。因此，语言前婴儿通过发现母亲偶然说话中的语音模式，然后从这些模式中进行概括，从而学习新的发声形式。
Infants' prelinguistic vocalizations are rarely considered relevant for communicative development. As a result, there are few studies of mechanisms underlying developmental changes in prelinguistic vocal production. Here we report the first evidence that caregivers' speech to babbling infants provides crucial, real-time guidance to the development of prelinguistic vocalizations. Mothers of 9.5-month-old infants were instructed to provide models of vocal production timed to be either contingent or noncontingent on their infants' babbling. Infants given contingent feedback rapidly restructured their babbling, incorporating phonological patterns from caregivers' speech, but infants given noncontingent feedback did not. The new vocalizations of the infants in the contingent condition shared phonological form but not phonetic content with their mothers' speech. Thus, prelinguistic infants learned new vocal forms by discovering phonological patterns in their mothers' contingent speech and then generalizing from these patterns.