Children's disambiguation of novel words varies by the number and position of phonological contrasts.
Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children's assumptions about...
| Publicado en: | Journal of Child Language Vol. 50; no. 3; pp. 710 - 736 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
May2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163518386&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163518386 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03050009 JCL jtl: Journal of Child Language issn: 03050009 maglogo: N pubinfo: dt: May2023 vid: 50 iid: 3 pid: 15979 pub: Cambridge University Press artinfo: ui: 163518386 163518386 163518386 10.1017/S0305000922000125 163518386 ppf: 710 ppct: 26 formats: tig: atl: Children's disambiguation of novel words varies by the number and position of phonological contrasts. aug: au: STAGER, Catanya G. MORETT, Laura M. STELMACH, Audrey PARENTE, Anna Grace MICKLER, Josh SCOFIELD, Jason affil: University of Alabama sug: subj: Phonology Evaluation Vocabulary Evaluation Task Performance and Analysis Language Processing Evaluation Human Child, Preschool Child Descriptive Statistics Male Female Experimental Studies Southeastern United States Consonants Vowels Software Audiorecording Parents Data Analysis Software Comparative Studies Post Hoc Analysis Auditory Perception Speech Discrimination Tests Phonetics Correlation Coefficient Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Young children often make pragmatic assumptions when learning new words. For example, they assume that a speaker who uses different words intends to refer to different things – the so-called principle of contrast. We used a standard disambiguation task to explore whether children's assumptions about contrast depend on how much words differ. Three- to 6-year-olds heard pairs of words that differed in terms of the number, position, and types of phonological contrasts. Results indicate that children were less likely to disambiguate words differing by one phoneme than words differing by two or more phonemes, particularly when those one-phoneme differences were located at the beginning or end of the words (as in fim/vim). Overall, the findings suggest that children's pragmatic assumptions about two contrasting words depend not only on if words differ, but also on how they differ. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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