SPEECH SEGMENTATION IN A SIMULATED BILINGUAL ENVIRONMENT: A CHALLENGE FOR STATISTICAL LEARNING? [0.03%]
模拟双语环境中的语音分割：统计学习面临的挑战？
Daniel J Weiss,Chip Gerfen,Aaron D Mitchel
Daniel J Weiss
Studies using artificial language streams indicate that infants and adults can use statistics to correctly segment words. However, most studies have utilized only a single input language. Given the prevalence of bilingualism, how is multipl...
Probabilistically-Cued Patterns Trump Perfect Cues in Statistical Language Learning [0.03%]
在统计语言学习中，基于概率的线索超越了完美线索
Jill Lany,Rebecca L Gómez
Jill Lany
Probabilistically-cued co-occurrence relationships between word categories are common in natural languages but difficult to acquire. For example, in English, determiner-noun and auxiliary-verb dependencies both involve co-occurrence relatio...
Depression Diagnoses and Fundamental Frequency-Based Acoustic Cues in Maternal Infant-Directed Speech [0.03%]
基于抑郁诊断的母亲育儿语频率特征分析
Laura L Porritt,Michael C Zinser,Jo-Anne Bachorowski et al.
Laura L Porritt et al.
F0-based acoustic measures were extracted from a brief, sentence-final target word spoken during structured play interactions between mothers and their 3- to 14-month-old infants, and were analyzed based on demographic variables and DSM-IV ...
Jane B Childers,M Elaine Heard,Kolette Ring et al.
Jane B Childers et al.
Learning new words involves decoding both how a word fits the current situation and how it could be used in new situations. Three studies explore how two types of cues- sentence structure and the availability of multiple instances-- affect ...
Rebecca Nappa,Allison Wessel,Katherine L McEldoon et al.
Rebecca Nappa et al.
Speaker eye gaze and gesture are known to help child and adult listeners establish communicative alignment and learn object labels. Here we consider how learners use these cues, along with linguistic information, to acquire abstract relatio...
Visual attention is not enough: Individual differences in statistical word-referent learning in infants [0.03%]
视觉注意力不足以解释婴儿的词义习得：统计学习的个体差异
Linda B Smith,Chen Yu
Linda B Smith
Recent evidence shows that infants can learn words and referents by aggregating ambiguous information across situations to discern the underlying word-referent mappings. Here, we use an individual difference approach to understand the role ...
Learning to Look for Language: Development of Joint Attention in Young Deaf Children [0.03%]
手语学习中眼神交流的作用及听障儿童眼神交流能力的发展
Amy M Lieberman,Marla Hatrak,Rachel I Mayberry
Amy M Lieberman
Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the child's current visual focus of attention. Deaf children interacting through s...
Rebecca Treiman,Brett Kessler
Rebecca Treiman
Gaining facility with spelling is an important part of becoming a good writer. Here we review recent work on how children learn to spell in alphabetic writing systems. Statistical learning plays an important role in this process. Thus, youn...
D H Whalen,Sara Giulivi,Louis M Goldstein et al.
D H Whalen et al.
The article by MacNeilage and Davis in this issue, entitled "In Defense of the 'Frames, then Content' (FC) Perspective on Speech Acquisition: A Response to Two Critiques" appears to assume that the only alternative to segment-level control ...
Acquiring word class distinctions in American Sign Language: Evidence from handshape [0.03%]
美国手语中通过手形获得词类区分的证据
Diane Brentari,Marie Coppola,Ashley Jung et al.
Diane Brentari et al.
Handshape works differently in nouns vs. a class of verbs in American Sign Language (ASL), and thus can serve as a cue to distinguish between these two word classes. Handshapes representing characteristics of the object itself (object hands...