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Young Infants' Word Comprehension Given An Unfamiliar Talker or Altered Pronunciations.

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Date
2017-06-22
Authors
Bergelson, Elika
Swingley, Daniel
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Abstract
To understand spoken words, listeners must appropriately interpret co-occurring talker characteristics and speech sound content. This ability was tested in 6- to 14-months-olds by measuring their looking to named food and body part images. In the new talker condition (n = 90), pictures were named by an unfamiliar voice; in the mispronunciation condition (n = 98), infants' mothers "mispronounced" the words (e.g., nazz for nose). Six- to 7-month-olds fixated target images above chance across conditions, understanding novel talkers, and mothers' phonologically deviant speech equally. Eleven- to 14-months-olds also understood new talkers, but performed poorly with mispronounced speech, indicating sensitivity to phonological deviation. Between these ages, performance was mixed. These findings highlight the changing roles of acoustic and phonetic variability in early word comprehension, as infants learn which variations alter meaning.
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Journal article
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https://hdl.handle.net/10161/15799
Published Version (Please cite this version)
10.1111/cdev.12888
Publication Info
Bergelson, Elika; & Swingley, Daniel (2017). Young Infants' Word Comprehension Given An Unfamiliar Talker or Altered Pronunciations. Child Dev. 10.1111/cdev.12888. Retrieved from https://hdl.handle.net/10161/15799.
This is constructed from limited available data and may be imprecise. To cite this article, please review & use the official citation provided by the journal.
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Scholars@Duke

Bergelson

Elika Bergelson

Crandall Family Assistant Professor
Dr. Bergelson accepts PhD applicants through the Developmental and Cog/CogNeuro areas of P&N and the CNAP program.In my research, I try to understand the interplay of processes during language acquisition. In particular, I am interested in how word learning relates to other aspects of learning language (e.g. speech sound acquisition, grammar/morphology learning), and social/cognitive development more broadly (e.g. joint attention processes) in the first few
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