scholarly journals Only the right noise? Effects of phonetic and visual input variability on 14‐month‐olds' minimal pair word learning

2020 ◽  
Vol 23 (5) ◽  
Author(s):  
Barbara Höhle ◽  
Tom Fritzsche ◽  
Katharina Meß ◽  
Mareike Philipp ◽  
Adamantios Gafos
Keyword(s):  
Word Learning ◽  
Visual Input ◽  
Minimal Pair ◽  
Noise Effects ◽  
The Right ◽  
Pair Word

Minimal-pair word learning by bilingual toddlers: the Catalan /e/-/ɛ/ contrast revisited

2016 ◽  
Vol 20 (3) ◽  
pp. 649-656 ◽  
Author(s):  
MARTA RAMON-CASAS ◽  
CHRISTOPHER T. FENNELL ◽  
LAURA BOSCH
Keyword(s):  
Word Learning ◽  
Native Language ◽  
Learning Task ◽  
Minimal Pair ◽  
Accented Speech ◽  
Phonetic Categories ◽  
Pair Word ◽  
Novel Words

Twelve-month-old bilingual and monolingual infants show comparable phonetic discrimination skills for vowels belonging to their native language/s. However, Catalan–Spanish bilingual toddlers, but not Catalan monolinguals, appear insensitive to a vowel mispronunciation in familiar words involving the Catalan–Specific /e/-/ɛ/ contrast. Here bilingual and monolingual toddlers were tested in a challenging minimal-pair word learning task involving that contrast (i.e., [bepi]-[bɛpi]). Both groups succeeded, suggesting that bilinguals can successfully use their phonetic categories to phonologically encode novel words. It is argued that bilinguals’ impoverished vowel representations in familiar words might be the result of experiential input factors (e.g., cognate words and mispronunciations due to accented speech).

Task-appropriate input supports word–object association in 14-month-old female infants

2019 ◽  
Vol 47 (2) ◽  
pp. 472-482
Author(s):  
Laurel FAIS ◽  
Eric VATIKIOTIS-BATESON
Keyword(s):  
Word Learning ◽  
Differential Effect ◽  
Minimal Pair ◽  
Learning Context ◽  
Novel Objects ◽  
Object Association ◽  
Pair Word

AbstractFourteen-month-old infants are unable to link minimal pair nonsense words with novel objects (Stager & Werker, 1997). Might an adult's productions in a word learning context support minimal pair word–object association in these infants? We recorded a mother interacting with her 24-month-old son, and with her 5-month-old son, producing nonsense words bin and din. We used these productions to determine if they had a differential effect on 14-month-old infants’ word–object association abilities. Females hearing the words spoken to the older infant, but not those to the younger, succeeded. We suggest that the task-appropriateness of utterances can support infant word learning.

Fourteen-month-olds’ sensitivity to acoustic salience in minimal pair word learning

2018 ◽  
Vol 45 (5) ◽  
pp. 1198-1211 ◽  
Author(s):  
Stephanie L. ARCHER ◽  
Suzanne CURTIN
Keyword(s):  
Word Learning ◽  
Native Language ◽  
Minimal Pair ◽  
Acoustic Properties ◽  
Learning Skills ◽  
Novel Object ◽  
Pair Word ◽  
Word Pairing

AbstractDuring the first two years of life, infants concurrently refine native-language speech categories and word learning skills. However, in the Switch Task, 14-month-olds do not detect minimal contrasts in a novel object–word pairing (Stager & Werker, 1997). We investigate whether presenting infants with acoustically salient contrasts (liquids) facilitates success in the Switch Task. The first two experiments demonstrate that acoustic differences boost infants’ detection of contrasts. However, infants cannot detect the contrast when the segments are digitally shortened. Thus, not all minimal contrasts are equally difficult, and the acoustic properties of a contrast matter in word learning.

scholarly journals The Right Thing at the Right Time: Why Ostensive Naming Facilitates Word Learning

2012 ◽  
Vol 3 ◽  
Author(s):  
Emma L. Axelsson ◽  
Kirsten Churchley ◽  
Jessica S. Horst
Keyword(s):  
Word Learning ◽  
The Right

scholarly journals Multimodal Attention Creates the Visual Input for Infant Word Learning

2021 ◽  
Author(s):  
Sara E Schroer ◽  
Chen Yu
Keyword(s):  
Word Learning ◽  
Visual Input ◽  
Multimodal Attention

scholarly journals Erratum: Expert face processing requires visual input to the right hemisphere during infancy

2003 ◽  
Vol 6 (12) ◽  
pp. 1329-1329
Author(s):  
Richard Le Grand ◽  
Catherine J Mondloch ◽  
Daphne Maurer ◽  
Henry P Brent
Keyword(s):  
Face Processing ◽  
Right Hemisphere ◽  
Visual Input ◽  
The Right

scholarly journals استراتيجية واللعبة في الكلام العربية

2017 ◽  
Vol 18 (2) ◽  
pp. 161
Author(s):  
Dian Ekawati
Keyword(s):  
Learning Environment ◽  
Word Learning ◽  
Learning Process ◽  
Learning Strategy ◽  
Process Variation ◽  
Language Game ◽  
Language Games ◽  
Key Word ◽  
The Right ◽  
Speak Up

Learning is to transfer knowledge from educator to learners in a learning environment which has been deliberately created. In the process of learning, a right strategy is needed to acheve the expected goals. The same thing also goes to the process of learning Arabic which requires the right strategy tha is in accordance with the skills to be taught. Kalam learning strategy is a plan arranged to achieve the desired goals or objectives, that is the fluency of speaking Arabic of the students. The strategy is also one of the components in learning. A varied method of teaching is one of the ways to avoid boredom in learning. Kalam learning process variation can also use language games to provoke students to speak up Arabic more properly.   Key word: learning strategy, a language game in learning kalam.

scholarly journals Word learning and the cerebral hemispheres: from serial to parallel processing of written words

2009 ◽  
Vol 364 (1536) ◽  
pp. 3675-3696 ◽  
Author(s):  
Andrew W. Ellis ◽  
Roberto Ferreira ◽  
Polly Cathles-Hagan ◽  
Kathryn Holt ◽  
Lisa Jarvis ◽  
...  
Keyword(s):  
Parallel Processing ◽  
Visual Field ◽  
Word Learning ◽  
Word Reading ◽  
Visual Fields ◽  
Letter Recognition ◽  
Right Visual Field ◽  
Before And After ◽  
Word Forms ◽  
The Right

Reading familiar words differs from reading unfamiliar non-words in two ways. First, word reading is faster and more accurate than reading of unfamiliar non-words. Second, effects of letter length are reduced for words, particularly when they are presented in the right visual field in familiar formats. Two experiments are reported in which right-handed participants read aloud non-words presented briefly in their left and right visual fields before and after training on those items. The non-words were interleaved with familiar words in the naming tests. Before training, naming was slow and error prone, with marked effects of length in both visual fields. After training, fewer errors were made, naming was faster, and the effect of length was much reduced in the right visual field compared with the left. We propose that word learning creates orthographic word forms in the mid-fusiform gyrus of the left cerebral hemisphere. Those word forms allow words to access their phonological and semantic representations on a lexical basis. But orthographic word forms also interact with more posterior letter recognition systems in the middle/inferior occipital gyri, inducing more parallel processing of right visual field words than is possible for any left visual field stimulus, or for unfamiliar non-words presented in the right visual field.

A Novel Contact-Lens System to Assess Visual Hemispheric Asymmetries

1992 ◽  
Vol 74 (2) ◽  
pp. 567-575 ◽  
Author(s):  
H. Edward Fouty ◽  
Ronald A. Yeo ◽  
Michael W. Otto ◽  
Charles R. Briggs
Keyword(s):  
Contact Lens ◽  
Right Hemisphere ◽  
Visual Stimulation ◽  
Visual Input ◽  
Light Transmittance ◽  
Lens System ◽  
Soft Contact ◽  
Soft Contact Lens ◽  
Visuospatial Tasks ◽  
The Right

A soft contact-lens system for achieving unilateral visual stimulation in a free vision format is described. Initial testing with light transmittance and visual perimetry indicated that the lenses created artificial visual-field deficits. The efficacy of the lenses as a technique for lateralizing visual input was evaluated by examining within-subject differences in performance on two visuospatial tasks. Speed and accuracy of performance were greater with visual input directed to the right hemisphere. These data support the lens design as a useful alternative to tachistoscopic procedures and previous lens systems.

scholarly journals Spatial attention underpins social word learning in the right fronto-parietal network

NeuroImage ◽  
2019 ◽  
Vol 195 ◽  
pp. 165-173 ◽  
Author(s):  
Laura Verga ◽  
Sonja A. Kotz
Keyword(s):  
Spatial Attention ◽  
Word Learning ◽  
The Right
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