Contributions of infant learning to language acquisition

婴儿学习对语言习得的贡献

• 批准号: 7446172
• 负责人: DANIEL SWINGLEY
• 金额: $ 24.16万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-21 至 2011-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7446172
• 关键词: Accounting; Acoustics; Address; Adult; Body of uterus; Categories; Characteristics; Child; Comprehension; Computer Simulation; Condition; Cues; Development; Educational process of instructing; Goals; Hearing; Infant; Intervention; Knowledge; Language; Language Development; Learning; Life; Light; Linguistics; Measurement; Memory; Modeling; Nature; Operative Surgical Procedures; Pattern; Perception; Performance; Phonetics; Probability; Process; Psycholinguistics; Range; Reading; Research; Role; Series; Speech; Speech Perception; Speech Sound; Statistical Bias; Techniques; Testing; Time; Uncertainty; Vocabulary; Work; base; early childhood; infancy; infant monitoring; lexical; long term memory; mental representation; phonology; research study; skills; sound

DESCRIPTION (provided by applicant): During their first year, infants learn characteristics of the sound-pattern (phonology) of the language they hear around them. Infants also learn the forms of many words. The goal of the present research is to provide an empirically supported account of how the knowledge gained in infancy supports the language acquisition process. The proposed studies include perceptual experiments with infants and young children, acoustic measurements and annotation of infant-directed speech, and computational modeling of corpora of speech directed to infants. Several studies test children's perception of certain speech sound distinctions under varying conditions and children's learning of phonological information in new words. These studies take advantage of recent methodological advances in research on early word learning and speech perception, including eyetracking techniques. The computational modeling work uses what is known about infant perception to make estimates of infants' word-form knowledge in five languages. This word-form knowledge is a determinant of children's biases in how they find words in continuous speech, and contributes to early generalizations about the nature of words in the language. The effort to properly characterize young children's phonological knowledge and how it arises in infancy is relevant to the developmental timing of intervention for hearing deficits; it informs understanding of early receptive and productive vocabulary development; and it sheds light on current debates concerning the skills and mental representations that underlie successful performance in learning to read.

描述（由申请人提供）：在第一年，婴儿学习他们周围听到的语言的声音模式（音系）特征。婴儿还学习许多单词的形式。本研究的目的是提供一个实证支持的解释，说明婴儿期获得的知识如何支持语言习得过程。拟议的研究包括婴儿和幼儿的感知实验、针对婴儿的语音测量和注释，以及针对婴儿的语音语料库的计算建模。几项研究测试了儿童在不同条件下对某些语音区别的感知以及儿童对新单词语音信息的学习。这些研究利用了早期单词学习和言语感知研究的最新方法论进展，包括眼动追踪技术。计算建模工作利用婴儿感知的已知信息来估计婴儿五种语言的词形知识。这种词形知识决定了儿童在连续言语中如何找到单词的偏见，并有助于对语言中单词的性质进行早期概括。正确描述幼儿语音知识及其在婴儿期如何产生的努力与听力缺陷干预的发育时机相关；它有助于理解早期接受性和生产性词汇的发展；它揭示了当前关于成功学习阅读的技能和心理表征的争论。