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dc.contributor.authorEscudero, Paola
dc.contributor.authorKalashnikova, Marina
dc.date.accessioned2020-03-23T07:15:13Z
dc.date.available2020-03-23T07:15:13Z
dc.date.issued2020
dc.identifier.citationPaola Escudero, Marina Kalashnikova, Infants use phonetic detail in speech perception and word learning when detail is easy to perceive, Journal of Experimental Child Psychology, Volume 190, 2020, 104714, ISSN 0022-0965, https://doi.org/10.1016/j.jecp.2019.104714.es_ES
dc.identifier.issn0022-0965
dc.identifier.urihttp://hdl.handle.net/10810/42272
dc.descriptionAvailable online 14 November 2019es_ES
dc.description.abstractInfants successfully discriminate speech sound contrasts that belong to their native language’s phonemic inventory in auditory-only paradigms, but they encounter difficulties in distinguishing the same contrasts in the context of word learning. These difficulties are usually attributed to the fact that infants’ attention to the phonetic detail in novel words is attenuated whenthey must allocate additional cognitive resources demanded by word-learning tasks. The current study investigated 15-month-old infants’ ability to distinguish novel words that differ by a single vowel in an auditory discrimination paradigm (Experiment 1) and a word-learning paradigm (Experiment 2). These experiments aimed to tease apart whether infants’ performance is dependent solely on the specific acoustic properties of the target vowels or on the context of the task. Experiment 1 showed that infants were able to discriminate only a contrast marked by a large difference along a static dimension (the vowels’ second formant), whereas they were not able to discriminate a contrast with a small phonetic distance between its vowels, due to the dynamic nature of the vowels. In Experiment 2, infants did not succeed at learning words containing the same contrast they were able to discriminate in Experiment 1. The current findings demonstrate that both the specific acoustic properties of vowels in infants’ native language and the task presented continue to play a significant role in early speech perception well into the second year of life.es_ES
dc.description.sponsorshipThis work was supported by the Australian Research Council (ARC) Centre of Excellence for the Dynamics of Language (CE140100041), where the first author is chief investigator. The first author’s work is supported by an ARC Future Fellowship (FT160100514). The second author receives support from the European Union’s Horizon 2020 Marie Sklodowska-Curie individual fellowships European Comission (798908).es_ES
dc.language.isoenges_ES
dc.publisherJournal of Experimental Child Psychologyes_ES
dc.relationinfo:eu-repo/grantAgreement/EC/H2020/MC/798908es_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectInfancyes_ES
dc.subjectSpeech perceptiones_ES
dc.subjectWord learninges_ES
dc.subjectPhonetic detailes_ES
dc.subjectVowel minimal pairses_ES
dc.subjectAcoustic propertieses_ES
dc.titleInfants use phonetic detail in speech perception and word learning when detail is easy to perceivees_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder2019 Elsevier Inc. All rights reserved.es_ES
dc.relation.publisherversionhttps://www.sciencedirect.com/journal/journal-of-experimental-child-psychologyes_ES
dc.identifier.doi10.1016/j.jecp.2019.104714


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