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Language-dependent cue weighting : an investigation of perception modes in L2 learning
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Non-native vowel perception in a 4IAX task : the effects of acoustic distance
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Cross-linguistic influence in second language speech : implications for learning and teaching
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Production and perception in the acquisition of Spanish and Portuguese
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Hybrid perceptual training to facilitate the learning of nasal final contrasts by highly proficient Japanese learners of Mandarin
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Spoken word recognition by English-speaking learners of Spanish
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Cognitive factors in Thai-naive Mandarin speakers' imitation of Thai lexical tones
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Acceptance of lexical overlap by monolingual and bilingual toddlers
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Cross-situational learning of phonologically overlapping words across degrees of ambiguity
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Sensitivity to amplitude envelope rise time in infancy and vocabulary development at three years : a significant relationship
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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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Non-native dialect matters : the perception of European and Brazilian Portuguese vowels by Californian English monolinguals and Spanish-English bilinguals
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Differences in phonetic-to-lexical perceptual mapping of L1 and L2 regional accents
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The influence of a first language : training nonnative listeners on voicing contrasts
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