scholarly journals Infants listen for more phonetic detail in speech perception than in word-learning tasks

Nature ◽  
10.1038/41102 ◽  
1997 ◽  
Vol 388 (6640) ◽  
pp. 381-382 ◽  
Author(s):  
Christine L. Stager ◽  
Janet F. Werker
Keyword(s):  
Speech Perception ◽  
Word Learning ◽  
Learning Tasks ◽  
Phonetic Detail

scholarly journals What Paradox? Referential Cues Allow for Infant Use of Phonetic Detail in Word Learning

2010 ◽  
Vol 81 (5) ◽  
pp. 1376-1383 ◽  
Author(s):  
Christopher T. Fennell ◽  
Sandra R. Waxman
Keyword(s):  
Word Learning ◽  
Phonetic Detail

Speech perception and vocabulary growth

2014 ◽  
Vol 38 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Maarit Silvén ◽  
Marinus Voeten ◽  
Anna Kouvo ◽  
Maija Lundén
Keyword(s):  
Growth Rate ◽  
Speech Perception ◽  
Word Learning ◽  
Growth Modeling ◽  
Minority Language ◽  
Home Language ◽  
Speech Sounds ◽  
New Words ◽  
Vocabulary Growth

Growth modeling was applied to monolingual ( N = 26) and bilingual ( N = 28) word learning from 14 to 36 months. Level and growth rate of vocabulary were lower for Finnish-Russian bilinguals than for Finnish monolinguals. Processing of Finnish speech sounds at 7 but not at 11 months predicted level, but not growth rate of vocabulary in both Finnish and Russian; this relationship was the same for monolinguals and bilinguals. The bilinguals’ two vocabularies developed differently, showing no acceleration in Russian, the minority language. Even though the bilinguals progressed more slowly in each home language, they were learning at least as many new words as the monolinguals when Finnish and Russian vocabularies were counted together.

scholarly journals Evaluation of the Consonant Vowel Consonant (CVC) Test as an Assessment and Screening Instrument for Mild Cognitive Impairment

2015 ◽  
Vol 7 (4) ◽  
pp. 119 ◽  
Author(s):  
Esther Vierck ◽  
Richard J. Porter ◽  
Janet K. Spittlehouse ◽  
Peter R. Joyce
Keyword(s):  
Cognitive Impairment ◽  
Mild Cognitive Impairment ◽  
Psychometric Properties ◽  
Word Learning ◽  
Verbal Memory ◽  
Verbal Learning ◽  
Learning Task ◽  
Screening Instrument ◽  
Learning Tasks ◽  
Ceiling Effects

<p>Objective: Traditional word learning tasks have been criticised for being affected by ceiling effects. The Consonant Vowel Consonant (CVC) test is a non-word verbal learning task designed to be more difficult and therefore have a lower risk of ceiling effects.</p><p>Method: The current study examines the psychometric properties of the CVC in 404 middle-aged persons and evaluates it as a screening instrument for mild cognitive impairment by comparing it to the Montreal Cognitive Assessment (MoCA). Differences between currently depressed and non-depressed participants were also examined.</p><p>Results: CVC characteristics are similar to traditional verbal memory tasks but with reduced likelihood of a ceiling effect. Using the standard cut-off on the MoCA as an indication of mild cognitive impairment, the CVC performed only moderately well in predicting this. Depressed participants scored significantly lower on the CVC compared with non-depressed individuals.</p><p>Conclusions: The CVC may be similar in psychometric properties to the traditional word learning tests but with a higher ceiling. Scores are lower in depression.</p>

Electroencephalographic Coherence and Learning: Distinct Patterns of Change During Word Learning and Figure Learning Tasks

2010 ◽  
Vol 4 (4) ◽  
pp. 208-218 ◽  
Author(s):  
Peter Collins ◽  
Michael Hogan ◽  
Liam Kilmartin ◽  
Michael Keane ◽  
Jochen Kaiser ◽  
...  
Keyword(s):  
Word Learning ◽  
Learning Tasks

scholarly journals Verbal memory impairments in bipolar disorder: Effect of type of word learning tasks

2017 ◽  
Vol 71 (8) ◽  
pp. 570-571 ◽  
Author(s):  
Tomiki Sumiyoshi ◽  
Atsuhito Toyomaki ◽  
Naoko Kawano ◽  
Tomoko Kitajima ◽  
Ichiro Kusumi ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Word Learning ◽  
Verbal Memory ◽  
Memory Impairments ◽  
Learning Tasks ◽  
Disorder Effect

scholarly journals Bilingual beginnings to learning words

2009 ◽  
Vol 364 (1536) ◽  
pp. 3649-3663 ◽  
Author(s):  
Janet F. Werker ◽  
Krista Byers-Heinlein ◽  
Christopher T. Fennell
Keyword(s):  
Early Childhood ◽  
Speech Perception ◽  
Language Acquisition ◽  
Experimental Research ◽  
Word Learning ◽  
Conceptual Development ◽  
Learning Mechanisms ◽  
Language Discrimination ◽  
Infancy And Early Childhood

At the macrostructure level of language milestones, language acquisition follows a nearly identical course whether children grow up with one or with two languages. However, at the microstructure level, experimental research is revealing that the same proclivities and learning mechanisms that support language acquisition unfold somewhat differently in bilingual versus monolingual environments. This paper synthesizes recent findings in the area of early bilingualism by focusing on the question of how bilingual infants come to apply their phonetic sensitivities to word learning, as they must to learn minimal pair words (e.g. ‘cat’ and ‘mat’). To this end, the paper reviews antecedent achievements by bilinguals throughout infancy and early childhood in the following areas: language discrimination and separation, speech perception, phonetic and phonotactic development, word recognition, word learning and aspects of conceptual development that underlie word learning. Special consideration is given to the role of language dominance, and to the unique challenges to language acquisition posed by a bilingual environment.

Sensitivity to grammatical and sociophonetic variability in perception

2010 ◽  
Vol 1 (1) ◽  
Author(s):  
Katie K. Drager
Keyword(s):  
Speech Perception ◽  
Social Characteristics ◽  
Social Meaning ◽  
Grammatical Function ◽  
Speaker Normalization ◽  
Discourse Marker ◽  
Phonetic Variation ◽  
Phonetic Detail ◽  
Phonetic Reduction

AbstractPhonetic realizations vary depending on social characteristics of the speaker, and recent research provides evidence that individuals are sensitive to at least some of these sociophonetic relationships during perception (Strand and Johnson, Gradient and visual speaker normalization in the perception of fricatives, Mouton, 1996; Hay et al., Journal of Phonetics 34: 458–484, 2006). In addition to socially-conditioned variation, there is evidence that phonetic realizations in production vary depending on the grammatical function of a word (Plug, Phonetic reduction and categorisation in exemplar-based representation:Observations on a Dutch discourse marker, 2005; Hay and Bresnan, The Linguistic Review 23: 321–349, 2006), yet it is not known whether listeners can actively exploit this phonetic variation in speech perception. This paper reports on three perception experiments conducted to determine whether perceivers' sensitivity to fine phonetic detail can assist in extraction of both grammatical and social meaning from the signal.

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