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Direct linkVon Holzen, Katie; van Ommen, Sandrien; White, Katherine S.; Nazzi, Thierry – Language Learning and Development, 2023
Successful word recognition requires that listeners attend to differences that are phonemic in the language while also remaining flexible to the variation introduced by different voices and accents. Previous work has demonstrated that American-English-learning 19-month-olds are able to balance these demands: although one-off one-feature…
Descriptors: Pronunciation, Vowels, Phonology, Phonemes
Benders, Titia; Pokharel, Sujal; Demuth, Katherine – Language Learning and Development, 2019
Hyper-articulation of vowel and consonant contrasts is often reported in infant-directed speech (IDS), but is not universal cross-linguistically, and may be a side-effect of speaking rate. This study investigated the voicing characteristics of the four-way oral stop voicing contrast in Nepali IDS. Both lead and lag time of word-onset/g,…
Descriptors: Foreign Countries, Articulation (Speech), Child Language, Infants
Newman, Rochelle S.; Morini, Giovanna; Kozlovsky, Penina; Panza, Sabrina – Language Learning and Development, 2018
Prior work demonstrated that toddlers can learn words from a speaker with a foreign accent and generalize that learning to the native accent when the accented variation does not cross phoneme boundaries. The current study explores the situation in which a vowel in the foreign accent is produced such that it could be confused with a different…
Descriptors: Toddlers, Speech Impairments, Dialects, Pronunciation
Lost and Found: Decline and Reemergence of Non-Native Vowel Discrimination in the First Year of Life
de Klerk, Maartje; de Bree, Elise; Kerkhoff, Annemarie; Wijnen, Frank – Language Learning and Development, 2019
Our aim was to investigate perceptual attunement (PA) in vowel perception of Dutch-learning infants (6-8-10-month-olds) using the hybrid visual fixation paradigm (Houston et al., 2007). Infants were habituated to one phoneme and subsequently tested on items in which a token of the habituated phoneme alternated with either another token of the same…
Descriptors: Vowels, Infants, Habituation, Phonemes
Georgiou, Georgios P.; Perfilieva, Natalia V.; Tenizi, Maria – Language Learning and Development, 2020
Previous research has shown that an increased second language (L2) vocabulary size leads to better attunement to the cues required to distinguish L2 contrastive phones. This has been the central tenet of the vocabulary-tuning model (vocab) on the basis of evidence by Japanese learners of English in Australia. We aim to test the validity of the…
Descriptors: Vocabulary Development, Vowels, Linguistic Input, Second Language Learning
Babineau, Mireille; Shi, Rushen – Language Learning and Development, 2016
We examined how toddlers process lexical ambiguity where different underlying forms are neutralized at the surface level. In a preferential-looking procedure, French-learning 30-month-olds were familiarized with either liaison-ambiguous phrases (i.e., sentences containing a determiner and a non-word, e.g., "ces /z/onches," "these…
Descriptors: Language Processing, Familiarity, Language Acquisition, Toddlers
