Contributions of infant learning to language acquisition

婴儿学习对语言习得的贡献

• 批准号: 7629779
• 负责人: DANIEL SWINGLEY
• 金额: $ 24.59万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-21 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7629779
• 关键词: Accounting; Acoustics; Address; Adult; Body of uterus; Categories; Characteristics; Child; Comprehension; Computer Simulation; Cues; Development; Educational process of instructing; Goals; Hearing; Infant; Intervention; Knowledge; Language; Language Development; Learning; Life; Light; Linguistics; Measurement; Memory; Modeling; Nature; Operative Surgical Procedures; Pattern; Perception; Performance; Phonetics; Probability; Process; Psycholinguistics; Reading; Research; Role; Series; Speech; Speech Perception; Speech Sound; Statistical Bias; Techniques; Testing; Time; Uncertainty; Vocabulary; Work; base; early childhood; infancy; infant monitoring; lexical; long term memory; mental representation; phonology; phrases; research study; skills; sound

DESCRIPTION (provided by applicant): During their first year, infants learn characteristics of the sound-pattern (phonology) of the language they hear around them. Infants also learn the forms of many words. The goal of the present research is to provide an empirically supported account of how the knowledge gained in infancy supports the language acquisition process. The proposed studies include perceptual experiments with infants and young children, acoustic measurements and annotation of infant-directed speech, and computational modeling of corpora of speech directed to infants. Several studies test children's perception of certain speech sound distinctions under varying conditions and children's learning of phonological information in new words. These studies take advantage of recent methodological advances in research on early word learning and speech perception, including eyetracking techniques. The computational modeling work uses what is known about infant perception to make estimates of infants' word-form knowledge in five languages. This word-form knowledge is a determinant of children's biases in how they find words in continuous speech, and contributes to early generalizations about the nature of words in the language. The effort to properly characterize young children's phonological knowledge and how it arises in infancy is relevant to the developmental timing of intervention for hearing deficits; it informs understanding of early receptive and productive vocabulary development; and it sheds light on current debates concerning the skills and mental representations that underlie successful performance in learning to read.

描述（由申请人提供）：在第一年，婴儿学习了他们周围听到的语言的声音（语音）的特征。婴儿还学习许多单词的形式。本研究的目的是提供有关婴儿期知识如何支持语言获取过程的经验支持的描述。拟议的研究包括对婴儿和幼儿的感知实验，声学测量和婴儿指导语音的注释以及针对婴儿的语音语音的计算模型。几项研究测试了儿童对某些语音声音的看法，在不同的条件下以及儿童以新单词的方式学习语音信息。这些研究利用了关于早期单词学习和语音感知的研究的最新方法学进步，包括眼影技术。计算建模工作使用有关婴儿感知的已知知识来估计婴儿中五种语言的单词形式知识。这种单词形式的知识是儿童在连续言语中如何找到单词的偏见的决定因素，并有助于对语言中单词的性质的早期概括。正确地描述幼儿的语音知识及其在婴儿期产生的努力与听力缺陷的干预时机有关；它为早期接受和生产词汇发展的理解提供了信息；它阐明了当前关于学习阅读能力取得成功的技能和心理表征的辩论。