The beginnings of word segmentation in English-learning infants
The beginnings of word segmentation in English-learning infants
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DOI：
10.1006/cogp.1999.0716
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发表时间：
1999-11-01
影响因子：
2.6
通讯作者：
Newsome, M
中科院分区：
文献类型：
--
作者：
Jusczyk, PW;Houston, DM;Newsome, M
本研究通过15个实验探讨了英语学习幼儿从流利语音中切分双音节词的能力。第一部分的研究集中在7.5个月奥尔兹从流利的言语中切分具有强/弱重音模式的单词的能力。婴儿表现出的能力，以检测强/弱的目标词在连续的上下文中。此外，研究结果表明，婴儿对整个单词做出反应，而不仅仅是对他们的强音节做出反应。在第二部分中，进行了一系列平行的研究，检查7.5个月奥尔兹的能力，以分割单词与弱/强重音模式。与强/弱词的结果相反，7.5个月奥尔兹出现了弱/强词的错误分割。他们表现出一种倾向，将强音节作为单词起始的标记。此外，当弱/强词与特定的弱音节（例如，“guitar is”），7.5个月奥尔兹似乎将这些误解为强/弱词（例如，“taris”）。第三部分的研究考察了10.5个月奥尔兹从流利的言语中分割弱/强词的能力。这些年龄较大的婴儿能够从出现的各种上下文中正确地分割弱/强单词。总体而言，研究结果表明，英语学习者可能会严重依赖于重音线索时，他们开始段的话，从流利的讲话。然而，在几个月的时间内，婴儿学会了整合有关流利言语中单词可能边界的多种信息来源。(C)北京：科学出版社.
A series of 15 experiments was conducted to explore English-learning infants' capacities to segment bisyllabic words from fluent speech. The studies in Part I focused on 7.5 month olds' abilities to segment words with strong/weak stress patterns from fluent speech. The infants demonstrated an ability to detect strong/weak target words in sentential contexts. Moreover, the findings indicated that the infants were responding to the whole words and not to just their strong syllables. In Part II, a parallel series of studies was conducted examining 7.5 month olds' abilities to segment words with weak/strong stress patterns. In contrast with the results for strong/weak words, 7.5 month olds appeared to missegment weak/strong words. They demonstrated a tendency to treat strong syllables as markers of word onsets. In addition, when weak/strong words co-occurred with a particular following weak syllable (e.g., "guitar is''), 7.5 month olds appeared to misperceive these as strong/weak words (e.g., "taris"). The studies in Part III examined the abilities of 10.5 month olds to segment weak/strong words from fluent speech. These older infants were able to segment weak/strong words correctly from the various contexts in which they appeared. Overall, the findings suggest that English learners may rely heavily on stress cues when they begin to segment words from fluent speech. However, within a few months time, infants learn to integrate multiple sources of information about the likely boundaries of words in fluent speech. (C) 1999 Academic Press.