Are Homophones Acoustically Distinguished in Child-Directed Speech?
Are Homophones Acoustically Distinguished in Child-Directed Speech?
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在面向儿童的言语中，同音词在声学上有区别吗？
DOI：
10.1080/15475441.2016.1246248
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Conwell,Erin
中科院分区：
文献类型：
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作者：
Conwell,Erin
许多早期单词学习方法都假设儿童假定形式和含义是一对一的映射。然而，儿童的早期词汇包含同音词，这些词违反了这一假设。孩子们可能会通过利用与引理频率相关的同音词含义之间的韵律差异来学习这些单词（Gahl，2008）。这种差异尚未在儿童的自然语言体验中得到记录，而针对儿童的语音的夸张韵律可能会掩盖或增强成人语音中报告的微妙区别。这项研究测量了取自儿童语音语料库的同音词的持续时间、元音特征和音高信息。结果表明，在针对儿童的语音中，同音词含义在声学上是不同的，作为引理频率的函数，特别是在话语最终位置。这种区别可能允许儿童保持同音词的单独语音表示，直到他们的认知和语言能力对违反一对一偏见具有强大的能力。
Many approaches to early word learning posit that children assume a one-to-one mapping of form and meaning. However, children’s early vocabularies contain homophones, words that violate that assumption. Children might learn such words by exploiting prosodic differences between homophone meanings that are associated with lemma frequency (Gahl, 2008). Such differences have not yet been documented in children’s natural language experience and the exaggerated prosody of child-directed speech could either mask the subtle distinctions reported in adult-directed speech or enhance them. This study measured the duration, vowel characteristics, and pitch information of homophone tokens taken from a corpus of child-directed speech. The results show that homophone meanings are acoustically distinct in child-directed speech as a function of lemma frequency, particularly in utterance-final positions. Such distinctions may allow children to maintain separate phonetic representations of homophones until their cognitive and linguistic abilities are robust to violations of the one-to-one bias.