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Pre‐schoolers use head gestures rather than prosodic cues to highlight important information in speech
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.univ-grenoble-alpes.fr/hal-03348546 ; Developmental Science, Wiley, 2021, ⟨10.1111/desc.13154⟩ (2021)
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Empathy influences how listeners interpret intonation and meaning when words are ambiguous
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In: ISSN: 0090-502X ; Memory and Cognition ; https://halshs.archives-ouvertes.fr/halshs-03100846 ; Memory and Cognition, Springer Verlag, 2020, 48 (4), pp.566-580. ⟨10.3758/s13421-019-00990-w⟩ (2020)
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Pre-schoolers use head gestures rather than duration or pitch range to signal narrow focus in French
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In: ICPhS 2019 - 19th International Congress of Phonetic Sciences ; https://hal.archives-ouvertes.fr/hal-02367780 ; ICPhS 2019 - 19th International Congress of Phonetic Sciences, Aug 2019, Melbourne, Australia ; https://www.icphs2019.org (2019)
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| 4 |
On French listeners’ ability to use stress during spoken word processing
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In: ISSN: 2044-5911 ; EISSN: 2044-592X ; Journal of Cognitive Psychology ; https://hal.archives-ouvertes.fr/hal-01724606 ; Journal of Cognitive Psychology, Taylor & Francis edition, 2018, 30 (2), pp.198 - 206. ⟨10.1080/20445911.2017.1394862⟩ (2018)
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Intonation and gesture as bootstrapping devices in speaker uncertainty
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In: ISSN: 0142-7237 ; First Language ; https://hal.archives-ouvertes.fr/hal-01470228 ; First Language, SAGE Publications, 2017, 37 (1), pp.24-41 (2017)
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| 6 |
Twelve-Month-Olds Understand Social Intentions Based on Prosody and Gesture Shape
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In: ISSN: 1525-0008 ; EISSN: 1532-7086 ; Infancy ; https://hal.archives-ouvertes.fr/hal-01470221 ; Infancy, Wiley, 2017, 22 (1), pp.108-129 (2017)
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| 7 |
Beat gestures improve word recall in 3- to 5-year-old children
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-01470204 ; Journal of Experimental Child Psychology, Elsevier, 2017, 156, pp.99-112 (2017)
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| 8 |
Prosodic and gesture features distinguish the pragmatic meaning of pointing gestures in child-directed communication
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In: Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields ; https://hal.archives-ouvertes.fr/hal-01470240 ; Armstrong, M. E.; Henriksen, N.; Vanrell, M. M. Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields, pp.249-276, 2016, Intonational Grammar in Ibero-Romance: Approaches across linguistic subfields ; John Benjamins (2016)
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| 9 |
La integración de gestos y habla en el discurso
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In: Panorama actual de la ciencia del lenguaje. Primer sexenio de Zaragoza Lingüística ; https://hal.archives-ouvertes.fr/hal-01470250 ; Horno, M. C.; Ibarretxe, I.; Mendívil, J., L. Panorama actual de la ciencia del lenguaje. Primer sexenio de Zaragoza Lingüística , pp.261-289, 2016 ; Prensas de la Universidad de Zaragoza (2016)
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| 10 |
The role of individual empathic skills on the online processing of intonational meaning
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In: Architectures and Mechanisms for Language Processing (AMLaP) ; https://hal.archives-ouvertes.fr/hal-01470259 ; Architectures and Mechanisms for Language Processing (AMLaP), Sep 2016, Bilbao, Spain (2016)
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| 11 |
Children’s processing of morphosyntactic and prosodic cues in overriding context-based hypotheses: an eye tracking study
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In: ISSN: 0921-4771 ; EISSN: 1613-4079 ; Probus ; https://hal.archives-ouvertes.fr/hal-01470197 ; Probus, De Gruyter, 2016, 28 (1), pp.57-90. ⟨10.1515/probus-2016-0004,⟩ (2016)
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Abstract:
International audience ; This research explores children’s ability to integrate contextual and linguistic cues. Prior work has shown that children are not able to weigh contextual information in an adult-like way and that between the age of 4 and 6 they show difficulties in revising a hypothesis they have made based on early-arriving linguistic information in sentence processing. Therefore we considered children’s ability to confirm or override a context-based hypothesis based on linguistic information. Our objective in this study was to test (1) children’s (ages 4–6) ability to form a hypothesis based on contextual information, (2) their ability to override such a hypothesis based on linguistic information and (3) how children are able to use different types of linguistic cues (morphosyntactic versus prosodic) to confirm or override the initial hypothesis. Results from both offline (pointing) and online (eye tracking) tasks suggest that children in this age group indeed form hypotheses based on contextual information. Age effects were found regarding children’s ability to override these hypotheses. Overall, 4-year-olds were not shown to be able to override their hypotheses using linguistic information of interest. For 5- and 6-year-olds, it depended on the types of linguistic cues that were available to them. Children were better at using morphosyntactic cues to override an initial hypothesis than they were at using prosodic cues to do so. Our results suggest that children slowly develop the ability to override hypotheses based on early-arriving information, even when that information is extralinguistic and contextual. Children must learn to weight different types of cues in an adult-like way. This developmental period of learning to prioritize different cues in an adult-like way is consistent with a constraint-based model of learning.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO.PSYC]Cognitive science/Psychology
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URL: https://doi.org/10.1515/probus-2016-0004
https://hal.archives-ouvertes.fr/hal-01470197
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| 12 |
Visual and prosodic cues in the development of pragmatic meanings
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In: Tools for Linguistic Variation ; https://hal.archives-ouvertes.fr/hal-01470243 ; Aurrekoetxea, G.; Gaminde, I.; Romero, A. Tools for Linguistic Variation, 2016, Tools for Linguistic Variation ; EHU press (2016)
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| 13 |
Intonation in the processing of contrast meaning in French: An eye-tracking study
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In: Speech Prosody 2016 ; Speech Prosody ; https://halshs.archives-ouvertes.fr/halshs-01428268 ; Speech Prosody, 2016, Boston, United States. ⟨10.21437/SpeechProsody.2016-252⟩ (2016)
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