Now You Hear It: Fourteen-Month-Olds Succeed at Learning Minimal Pairs in Stressed Syllables
Now You Hear It: Fourteen-Month-Olds Succeed at Learning Minimal Pairs in Stressed Syllables
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DOI：
10.1080/15248372.2012.728544
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发表时间：
2014-01-01
影响因子：
2.1
通讯作者：
Curtin, Suzanne
中科院分区：
文献类型：
--
作者：
Archer, Stephanie;Ference, Jennifer;Curtin, Suzanne
我们研究了14个月大的婴儿是否在联想学习任务中学会了一个新单词和物体之间的映射，当只有一个音节的形式差异最小，而关键的差异发生在重读音节上时。研究人员向50名婴儿展示了新颖的词-物配对。一组婴儿听到的最初重读音节的差别很小，而另一组听到的中间重读音节的差别很小。只有那些被教过中等重读最小对的婴儿在词-物配对中发现了不匹配。这些结果表明，当关键信息以重读音节呈现时，14个月大的婴儿可以成功地进行最小程度的对词学习，但重要的是，只有当特定的声音线索通过音节位置突出时，在这种情况下，中间位置。
We examined whether 14-month-olds learn the mapping between a novel word and object in an associative-learning task when the forms differ minimally in only one segment where the crucial difference occurs in a stressed syllable. Fifty infants were presented with novel word-object pairings. Infants in one group heard the minimal difference in an initially stressed syllable, and the other group heard the minimal difference in a medially stressed syllable. Only those infants who were taught the medially stressed minimal pair detected a mismatch in the word-object pairing. These results demonstrate that 14-month-olds can succeed at minimal pair word learning when the critical information is presented in a stressed syllable, but importantly, only when particular acoustic cues are highlighted by syllable positionin this case, the medial position.