Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children's Word-Learning

Creel, Sarah C.

doi:10.1080/15475441.2013.803871

Cited by 10 publications

(14 citation statements)

References 58 publications

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“…This suggests that variability in the input can lead to a processing advantage for unfamiliarly accented speech (in line with results from adult literature, see Baese-Berk et al, 2013). However, other studies have shown that three-to five-year-old children were slower and made more errors pointing at creatures on a screen when they had learned their names in two artificial accent variants as compared to only one (Creel, 2014). Instead of generalizing over the partial matches such as alternations between /ɪ/ and /iː/ and ignoring inconsistencies, Creel suggested that children encode two separate variants of these words or create less stable entries (see also Rost & McMurray, 2009).…”

Section: Experiential Factors In the Processing Of Accented Speechsupporting

confidence: 80%

“…It remains an open question how these different types and amounts of exposure to variability affect lexical representations and impacts processing. According to Durrant et al, the lexical representations formed by children who grow up with a lot of variability due to different languages and accents might be less stable than those formed by children who are exposed to less variability (see also Creel, 2014). Following these studies, children with less experience with accented speech were expected to perform better than those with more experience.…”

Section: Discussionmentioning

confidence: 99%

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Processing of unfamiliar accents in monolingual and bilingual children: effects of type and amount of accent experience

2019

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Substantial individual differences exist in regard to type and amount of experience with variable speech resulting from foreign or regional accents. Whereas prior experience helps with processing familiar accents, research on how experience with accented speech affects processing of unfamiliar accents is inconclusive, ranging from perceptual benefits to processing disadvantages. We examined how experience with accented speech modulates mono- and bilingual children's (mean age: 9;10) ease of speech comprehension for two unfamiliar accents in German, one foreign and one regional. More experience with regional accents helped children repeat sentences correctly in the regional condition and in the standard condition. More experience with foreign accents did not help in either accent condition. The results suggest that type and amount of accent experience co-determine processing ease of accented speech.

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Section: Experiential Factors In the Processing Of Accented Speechsupporting

confidence: 80%

Section: Discussionmentioning

confidence: 99%

Processing of unfamiliar accents in monolingual and bilingual children: effects of type and amount of accent experience

2019

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“…This allowed assessment of timbre sensitivity in children, previously studied mainly in adults (e.g., Halpern & Müllensiefen, ). It also allowed a counter to the possibility that the association task itself is too difficult for children (though note that this paradigm has previously been used successfully in word–picture associations [Creel, , b] and voice–picture associations [Creel & Jimenez, ]). If the association task in Experiments 1 and 2 was simply globally “too hard,” then children in Experiment 3 should perform similar to those in Experiment 2: They should succeed in discrimination but fail in the association task.…”

Section: Discussionmentioning

confidence: 99%

Ups and Downs in Auditory Development: Preschoolers’ Sensitivity to Pitch Contour and Timbre

Creel

2015

Cognitive Science

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Much research has explored developing sound representations in language, but less work addresses developing representations of other sound patterns. This study examined preschool children's musical representations using two different tasks: discrimination and sound-picture association. Melodic contour-a musically relevant property-and instrumental timbre, which is (arguably) less musically relevant, were tested. In Experiment 1, children failed to associate cartoon characters to melodies with maximally different pitch contours, with no advantage for melody preexposure. Experiment 2 also used different-contour melodies and found good discrimination, whereas association was at chance. Experiment 3 replicated Experiment 2, but with a large timbre change instead of a contour change. Here, discrimination and association were both excellent. Preschool-aged children may have stronger or more durable representations of timbre than contour, particularly in more difficult tasks. Reasons for weaker association of contour than timbre information are discussed, along with implications for auditory development.

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“…The related pictures were chosen to be related to the lyrics of each song, on analogy with Fennell and Werker's (2003) study using the words ball and doll and pictures of those objects. The two of the cartoon characters had been used in a variety of studies of word learning (Creel, 2014a(Creel, , 2014b, talker-voice learning (Creel & Jimenez, 2012), and melody learning (Creel, 2014c(Creel, , 2016. In all cases in which the learned elements were perceptually distinct, children achieved high rates of learning accuracy (80+%).…”

Section: Methodsmentioning

confidence: 99%

The familiar-melody advantage in auditory perceptual development: Parallels between spoken language acquisition and general auditory perception

Creel

2019

Atten Percept Psychophys

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How do learners build up auditory pattern knowledge? Findings from children's spoken word learning suggest more robust auditory representations for highly familiar words than for newly learned words. This argues against spoken language learning as a process of simply acquiring a fixed set of speech sound categories, suggesting instead that specific words may be the relevant units. More generally, one might state this as the specific-learning hypothesis-that acquiring sound pattern knowledge involves learning specific patterns, rather than abstract pattern components. To understand the nature of human language knowledge, it is important to determine whether this specific learning reflects processes unique to spoken language learning or instead reflects more general auditory-learning processes. To investigate whether the specific-learning hypothesis extends to auditory pattern learning more generally, the present study tested the perceptual processing of familiar melodies versus carefully matched unfamiliar melodies. Children performed better at both audiovisual mapping (Exp. 1) and same-different auditory discrimination (Exp. 2) when hearing familiar melodies than when hearing unfamiliar melodies. This is consistent with the specific-learning hypothesis and with exemplar-style general-auditory accounts of pattern learning, although alternative explanations are possible.

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Impossible to _gnore: Word-Form Inconsistency Slows Preschool Children's Word-Learning

Cited by 10 publications

References 58 publications

Processing of unfamiliar accents in monolingual and bilingual children: effects of type and amount of accent experience

Processing of unfamiliar accents in monolingual and bilingual children: effects of type and amount of accent experience

Ups and Downs in Auditory Development: Preschoolers’ Sensitivity to Pitch Contour and Timbre

The familiar-melody advantage in auditory perceptual development: Parallels between spoken language acquisition and general auditory perception

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