FLUENT WORD IDENTIFICATION IN FRENCH-LEARNING INFANTS

学习法语的婴儿流利的单词识别

• 批准号: 6207678
• 负责人: JAMES L MORGAN
• 金额: $ 3.92万
• 依托单位: BROWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-08-03 至
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/6207678
• 关键词: clinical research; human subject; infant human (0-1 year); language development; nonEnglish language; psycholinguistics; speech recognition

Learning about words is central to learning about language. To learn about the meaning and properties of words, infants must be able to recover recognizable word shapes from the continuous speech that they hear. The difficulty of this task is readily apparent to anyone listening to speakers conversing in an unfamiliar language: what one hears is a babble lacking readily identifiable words. The development of word-shape recognition skills is prerequisite to further acquisition of language, but despite the fundamental importance of word segmentation and word- shape identification to communicative development, research has only recently begun to explicate the nature and development of requisite cognitive and perceptual capacities. One key, but as yet unexplored, question concerns how "bottom-up" perceptual strategies may be integrated with "top-down" linguistic knowledge in recognizing words. In French, a set of phenomena known as enchainement (the most prominent of which is liaison) prevents simple bottom-up identification of vowel-initial nouns, of which French contains a great number. Due to liaison and related phenomena, such words never occur in their 'naked' form, but occur only in combination with varying initial consonants. A series of studies investigating French-learning infants early abilities for recognizing familiar vowel-initial words in novel fluent speech contexts in proposed. Data from these studies will help to illuminate how top-down representations and bottom-up perceptual processes engaged in fluent word recognition are integrated with one another.

学习单词是学习语言的核心。 为了了解单词的含义和属性，婴儿必须能够从他们听到的连续语音中恢复可识别的单词形状。 这项任务的难度对于任何听用不熟悉的语言交谈的人来说都是显而易见的：听到的是缺乏容易识别的单词的胡言乱语。 词形识别技能的发展是进一步习得语言的先决条件，但是尽管分词和词形识别对于交际发展具有根本重要性，但研究直到最近才开始阐明必要的认知和感知能力的性质和发展。 一个关键但尚未探索的问题是如何将“自下而上”的感知策略与“自上而下”的语言知识相结合来识别单词。在法语中，一系列被称为“束缚”的现象（其中最突出的是连音）阻碍了对元音开头名词的简单自下而上的识别，法语中包含大量这样的名词。 由于连音和相关现象，这些单词永远不会以其“裸”形式出现，而是仅与不同的初始辅音组合出现。 提出了一系列研究，调查学习法语的婴儿在新颖的流利言语环境中识别熟悉的元音开头单词的早期能力。 这些研究的数据将有助于阐明参与流利单词识别的自上而下的表征和自下而上的感知过程如何相互整合。