Deutsch
 
Hilfe Datenschutzhinweis Impressum
  DetailsucheBrowse

Datensatz

DATENSATZ AKTIONENEXPORT
Zur Ablage hinzufügen
  Lokale TagsFreigabegeschichteDetailsÜbersicht

Freigegeben
Zeitschriftenartikel

Lexical retuning of children’s speech perception: Evidence for knowledge about words’ component sounds

MPG-Autoren
/persons/resource/persons122

McQueen,  James M.
Language Comprehension Department, MPI for Psycholinguistics, Max Planck Society;
Mechanisms and Representations in Comprehending Speech, MPI for Psycholinguistics, Max Planck Society;
Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University Nijmegen, Nijmegen, The Netherlands;
Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands;

/persons/resource/persons30

Cutler,  Anne
Language Comprehension Department, MPI for Psycholinguistics, Max Planck Society;
Mechanisms and Representations in Comprehending Speech, MPI for Psycholinguistics, Max Planck Society;
Donders Institute for Brain, Cognition and Behaviour, Centre for Cognition, Radboud University Nijmegen, Nijmegen, The Netherlands;
Marcs Institute, University of Western Sydney, NSW, Australia;

Externe Ressourcen
Es sind keine externen Ressourcen hinterlegt
Volltexte (beschränkter Zugriff)
Für Ihren IP-Bereich sind aktuell keine Volltexte freigegeben.
Volltexte (frei zugänglich)
Es sind keine frei zugänglichen Volltexte in PuRe verfügbar
Ergänzendes Material (frei zugänglich)
Es sind keine frei zugänglichen Ergänzenden Materialien verfügbar
Zitation

McQueen, J. M., Tyler, M., & Cutler, A. (2012). Lexical retuning of children’s speech perception: Evidence for knowledge about words’ component sounds. Language Learning and Development, 8, 317-339. doi:10.1080/15475441.2011.641887.


Zitierlink: https://hdl.handle.net/11858/00-001M-0000-0012-19FA-0
Zusammenfassung
Children hear new words from many different talkers; to learn words most efficiently, they should be able to represent them independently of talker-specific pronunciation detail. However, do children know what the component sounds of words should be, and can they use that knowledge to deal with different talkers' phonetic realizations? Experiment 1 replicated prior studies on lexically guided retuning of speech perception in adults, with a picture-verification methodology suitable for children. One participant group heard an ambiguous fricative ([s/f]) replacing /f/ (e.g., in words like giraffe); another group heard [s/f] replacing /s/ (e.g., in platypus). The first group subsequently identified more tokens on a Simpie-[s/f]impie-Fimpie toy-name continuum as Fimpie. Experiments 2 and 3 found equivalent lexically guided retuning effects in 12- and 6-year-olds. Children aged 6 have all that is needed for adjusting to talker variation in speech: detailed and abstract phonological representations and the ability to apply them during spoken-word recognition.