Learning to Match Auditory and Visual Speech Cues: Social Influences on Acquisition of Phonological Categories
Learning to Match Auditory and Visual Speech Cues: Social Influences on Acquisition of Phonological Categories
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DOI：
10.1111/cdev.12320
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发表时间：
2015-03-01
影响因子：
4.6
通讯作者：
Grossmann, Tobias
中科院分区：
文献类型：
--
作者：
Altvater-Mackensen, Nicole;Grossmann, Tobias
婴儿的语言接触主要涉及面对面的互动，提供听觉和视觉的言语线索，但也可能促进语言学习的社会线索。然而，迄今为止，视听语音信息和社会信息在婴儿早期语言发展研究中很少受到关注。使用优先寻找范式，44个德国6个月奥尔兹的能力，同时提出的听觉和视觉母语元音检测之间的不匹配进行了测试。研究结果与母亲在与婴儿自由玩耍时的言语风格和互动行为有关，并与通过问卷调查评估的婴儿特定因素有关。结果表明，母亲和婴儿的社会行为调制婴儿的偏好匹配视听讲话。此外，婴儿的视听言语知觉与以后的词汇量相关，这表明对语言发展的持久影响。
Infants' language exposure largely involves face-to-face interactions providing acoustic and visual speech cues but also social cues that might foster language learning. Yet, both audiovisual speech information and social information have so far received little attention in research on infants' early language development. Using a preferential looking paradigm, 44 German 6-month olds' ability to detect mismatches between concurrently presented auditory and visual native vowels was tested. Outcomes were related to mothers' speech style and interactive behavior assessed during free play with their infant, and to infant-specific factors assessed through a questionnaire. Results show that mothers' and infants' social behavior modulated infants' preference for matching audiovisual speech. Moreover, infants' audiovisual speech perception correlated with later vocabulary size, suggesting a lasting effect on language development.