Within- and between- talker variability and word learning

说话者内部和之间的变异性和单词学习

• 批准号: 10025574
• 负责人: Federica Bulgarelli
• 金额: $ 6.6万
• 依托单位: DUKE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-11-01 至 2022-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10025574
• 关键词: Acoustics; Address; Age; Child; Clinical; Complement; Data; Environment; Gender; Goals; Grain; Home; Individual; Infant; Intervention; Investigation; Language; Language Delays; Language Development; Language Disorders; Learning; Life; Linguistics; Link; Measures; Mentorship; Methodology; Methods; Names; Prevalence; Production; Property; Reporting; Reproducibility; Research; Research Support; Risk; Role; Science; Source; Speech; Speech Sound; Testing; Time; Training; Variant; Vocabulary; Work; base; developmental psychology; educational atmosphere; experience; experimental study; foreign language; insight; novel; sound; stem; word learning

Project summary In order to learn words, infants must determine the range of sequences of speech-sounds that get to “count” as a production of a given word. Decades of research have shown that over the first year of life infants learn to identify the sounds that are present in their language, and subsequently begin to learn the meanings of words, before production of these words begins. While infants learn to distinguish native language sounds from foreign language sounds over the first 6-12 months of life, their representations of the sounds of known words are often underspecified, or ‘fuzzy’. At the same time, early representations are in some ways too specific, e.g. when infants fail to recognize the same word said by a new talker. Thus, a critical challenge for language learners is forming appropriately specific representations of words, ones that are narrow enough to disregard incorrect pronunciations but broad enough to recognize new instances. What factors influence the formation of appropriately-specific word representations? Previous word-learning research suggests that acoustic variability stemming from multiple talkers, or from infant directed speech, can help learners acquire novel words in short lab studies. Extending previous work to both lab and ecologically-valid environments, the current proposal’s specific aims are to: 1. Quantify acoustic variability in naturalistic settings and test its links to word-learning 2. Test the role of acoustic variability in the formation of word representations in the lab Using both corpus methods and experimental approaches, the current proposal seeks to understand how acoustic variability that is inherent to an infants’ linguistic input influences the formation of appropriately- specific word representations. This combined approach permits an investigation of this question both ‘in the wild’ and ‘in the lab’, allowing for a complementary and more thorough understanding of the role of acoustic variability than previous research has attained. The results of this work will contribute to an understanding of how properties of the input can impact word learning. A better understanding of factors that influence word learning is beneficial for developmental psychology, particularly as it considers the best ways to support early learners, both with typical and atypical trajectories. The findings will have implications for educational and clinical settings, as the amount of acoustic variability in the input can be manipulated to optimize word learning.

项目摘要 为了学习单词，婴儿必须确定语音声音序列序列的范围，这些序列是“计数”的 给定的单词的制作数十年。 确定其语言中存在的声音，然后开始学习单词的含义， 在这些单词的生产开始之前。 外语在生命的前6-12个月中发出声音，它们代表已知单词的声音 通常被指定，或者“模糊”。 在婴儿身上，一个新的谈话者说的同一词。 学习者正在批准地形成特定的单词代表 不正确的发音，但足够广泛以识别新实例。 适当特定的单词代表？ 来自多个说话者或来自婴儿的演讲，可以帮助学习者简短地获取单词 实验室研究将以前的工作扩展到实验室和生态播种环境 具体目的是： 1。量化自然主义环境和测试中的声学变异性是与文字学习的链接 2。测试声学变异性在实验室中单词代表形成中的作用 使用语料库方法和实验方法，当前的提案试图了解 婴儿语言输入所固有的声学变异性会影响正确的形成 特定的单词代表。 野性”和“在实验室”，允许对声学的作用有补充，更彻底的了解 比以前的研究实现的可变性。 该磨损的结果将有助于理解输入的属性如何影响单词 学习。 心理学，特别是当它考虑了典型和非典型学习者支持早期学习者的最佳方法 轨迹。 可以操纵输入中的可变性以优化单词学习。