English-learning one- to two-year-olds do not show a consonant bias in word learning
| Autor: | Silvana Poltrock, Caroline Floccia, Jeremy Goslin, Thierry Nazzi, Claire Delle Luche |
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| Rok vydání: | 2013 |
| Předmět: |
Consonant
Male Linguistics and Language Consonant harmony Infant Experimental and Cognitive Psychology Phonetics Lexicon Language Development Language and Linguistics Vocabulary development Linguistics Language development Vowel Child Preschool Developmental and Educational Psychology Humans Learning Female Psychology General Psychology Child Language Consonant cluster Language |
| Zdroj: | Journal of child language. 41(5) |
| ISSN: | 1469-7602 |
| Popis: | Following the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña & Mehler, 2003), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to 2;0 in English. As different tasks were used in French and English, we sought to clarify this ambiguity by using an interactive word-learning study similar to that used in French, with British-English-learning toddlers aged 1;4 and 1;11. Children were taught two CVC labels differing on either a consonant or vowel and tested on their pairing of a third object named with one of the previously taught labels, or part of them. In concert with previous research on British-English toddlers, our results provided no evidence of a general consonant bias. The language-specific mechanisms explaining the differential status for consonants and vowels in lexical development are discussed. |
| Databáze: | OpenAIRE |
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