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Auditory–visual speech perception in three- and four-year-olds and its relationship to perceptual attunement and receptive vocabulary
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Abstract:
Despite the body of research on auditory–visual speech perception in infants and schoolchildren, development in the early childhood period remains relatively uncharted. In this study, English-speaking children between three and four years of age were investigated for: (i) the development of visual speech perception – lip-reading and visual influence in auditory–visual integration; (ii) the development of auditory speech perception and native language perceptual attunement; and (iii) the relationship between these and a language skill relevant at this age, receptive vocabulary. Visual speech perception skills improved even over this relatively short time period. However, regression analyses revealed that vocabulary was predicted by auditory-only speech perception, and native language attunement, but not by visual speech perception ability. The results suggest that, in contrast to infants and schoolchildren, in three- to four-year-olds the relationship between speech perception and language ability is based on auditory and not visual or auditory–visual speech perception ability. Adding these results to existing findings allows elaboration of a more complete account of the developmental course of auditory–visual speech perception.
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Keyword:
auditory perception; children; infants; language acquisition; speech perception; visual perception; vocabulary; XXXXXX - Unknown
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URL: https://doi.org/10.1017/S0305000917000174 http://handle.westernsydney.edu.au:8081/1959.7/uws:40989
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Acoustic cue variability affects eye movement behaviour during non-native speech perception
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Infant-directed speech facilitates seven-month-old infants' cortical tracking of speech
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The influence of a first language : training nonnative listeners on voicing contrasts
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Constraints on tone sensitivity in novel word learning by monolingual and bilingual infants : tone properties are more influential than tone familiarity
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Characterizing rhythm differences between strong and weak accented L2 speech
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Determining the relationship of children's socioeconomic background with vocabulary development : a longitudinal study of Korean children at 3 and 7 years of age
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Tailoring language training to prevent cognitive overload and improve phonetic learning outcomes
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Phonetic learning is not enhanced by sequential exposure to more than one language
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The development of fast‐mapping and novel word retention strategies in monolingual and bilingual infants
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