Selective Attention to the Mouth of Talking Faces in Monolinguals and Bilinguals Aged 5 Months to 5 Years
Selective Attention to the Mouth of Talking Faces in Monolinguals and Bilinguals Aged 5 Months to 5 Years
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DOI：
10.1037/dev0000750
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发表时间：
2019-08-01
影响因子：
4
通讯作者：
Byers-Heinlein, Krista
中科院分区：
文献类型：
--
作者：
Morin-Lessard, Elizabeth;Poulin-Dubois, Diane;Byers-Heinlein, Krista
一张会说话的脸在嘴上提供了可能支持语言学习的冗余线索，在眼睛上提供了高度显着的社交线索。是什么促使孩子们看向会说话的面孔的嘴巴而不是眼睛？这项研究报告了 292 名儿童的数据，这些儿童观察了说英语、法语和俄语的面孔。我们调查了儿童的年龄（5 个月至 5 岁）、语言背景（单语英语、单语法语、英法双语）以及说话者的语言（主导语言、非主导语言或非母语）相对于儿童母语的影响。还收集了 129 名双语成年人的数据进行比较。五个月大的孩子对眼睛和嘴巴表现出平衡的注意力，但五岁以下的孩子往往对嘴巴最感兴趣。相比之下，成年人对眼睛最感兴趣。我们几乎没有发现任何证据表明单语者与双语者、母语者与非母语者的注意力模式不同。使用百分位分数，具有较大生产性词汇量的单语者更多地关注嘴巴，而具有较大理解词汇量的双语者则稍微较少地关注嘴部，尽管这两种影响都很小，而且在原始词汇量分数下也没有那么强烈。儿童在不同说话者之间的面部扫描模式表现出较大但稳定的个体差异。我们的研究结果表明，从婴儿期到学前班及以后，孩子们将注意力分配到说话的面孔上的方式持续发生变化。未来的研究需要不仅仅关注双语、说话者语言和词汇量，还要了解是什么驱使孩子们对说话的面孔进行即时关注。
A talking face provides redundant cues on the mouth that might support language learning and highly salient social cues in the eyes. What drives children's looking toward the mouth versus eyes of a talking face? This study reports data from 292 children who viewed faces speaking English, French, and Russian. We investigated the impact of children's age (5 months to 5 years) and language background (monolingual English, monolingual French, bilingual English-French), and the speaker's language (dominant, nondominant, or nonnative) relative to children's native language(s). Data from 129 bilingual adults were also collected for comparison. Five-month-olds showed balanced attention to the eyes and mouth, but children up to 5 years tended to be most interested in the mouth. In contrast, adults were most interested in the eyes. We found little evidence for different patterns of attention for monolinguals versus bilinguals, or to a native versus a nonnative speaker. Using percentile scores, monolinguals with larger productive vocabularies looked more at the mouth, while bilinguals with larger comprehension vocabularies looked marginally less at the mouth, although both effects were small and not as robust with raw vocabulary scores. Children showed large but stable individual variability in their face scanning patterns across different speakers. Our results show that the way that children allocate their attention to talking faces continues to change from infancy through the preschool years and beyond. Future studies will need to go beyond looking at bilingualism, speaker language, and vocabulary size to understand what drives children's in-the-moment attention to talking faces.