1 |
Impacts of Acoustic-Phonetic Variability on Perceptual Development for Spoken Language: A Review.
|
|
|
|
In: Speech and Hearing Sciences Faculty Publications and Presentations (2021)
|
|
BASE
|
|
Show details
|
|
2 |
Tone Attrition in Mandarin Speakers of Varying English Proficiency.
|
|
|
|
In: Journal of speech, language, and hearing research : JSLHR, vol 60, iss 2 (2017)
|
|
BASE
|
|
Show details
|
|
3 |
Tone Attrition in Mandarin Speakers of Varying English Proficiency
|
|
|
|
In: Speech and Hearing Sciences Faculty Publications and Presentations (2017)
|
|
BASE
|
|
Show details
|
|
4 |
Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context
|
|
|
|
In: Speech and Hearing Sciences Faculty Publications and Presentations (2017)
|
|
Abstract:
Previous research has mainly considered the impact of tone-language experience on ability to discriminate linguistic pitch, but proficient bilingual listening requires differential processing of sound variation in each language context. Here, we ask whether Mandarin-English bilinguals, for whom pitch indicates word distinctions in one language but not the other, can process pitch differently in a Mandarin context vs. an English context. Across three eye-tracked word-learning experiments, results indicated that tone-intonation bilinguals process tone in accordance with the language context. In Experiment 1, 51 Mandarin-English bilinguals and 26 English speakers without tone experience were taught Mandarin-compatible novel words with tones. Mandarin-English bilinguals out-performed English speakers, and, for bilinguals, overall accuracy was correlated with Mandarin dominance. Experiment 2 taught 24 Mandarin-English bilinguals and 25 English speakers novel words with Mandarin like tones, but English-like phonemes and phonotactics. The Mandarin-dominance advantages observed in Experiment 1 disappeared when words were English-like. Experiment 3 contrasted Mandarin-like vs. English-like words in a within-subjects design, providing even stronger evidence that bilinguals can process tone language-specifically. Bilinguals (N = 58), regardless of language dominance, attended more to tone than English speakers without Mandarin experience (N = 28), but only when words were Mandarin-like -- not when they were English-like. Mandarin-English bilinguals thus tailor tone processing to the within-word language context.
|
|
Keyword:
Bilingualism; Language acquisition; Sociolinguistics; Speech and Hearing Science
|
|
URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1012&context=sphr_fac https://pdxscholar.library.pdx.edu/sphr_fac/12
|
|
BASE
|
|
Hide details
|
|
5 |
Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Effects of contextual support on preschoolers' accented speech comprehension.
|
|
|
|
In: Journal of experimental child psychology, vol 146 (2016)
|
|
BASE
|
|
Show details
|
|
7 |
Difficulty in learning similar-sounding words: A developmental stage or a general property of learning?
|
|
|
|
In: Journal of experimental psychology. Learning, memory, and cognition, vol 42, iss 9 (2016)
|
|
BASE
|
|
Show details
|
|
8 |
Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Apples and Oranges: Developmental Discontinuities in Spoken-Language Processing?
|
|
|
|
In: Trends in cognitive sciences, vol 19, iss 12 (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Children and adults integrate talker and verb information in online processing.
|
|
|
|
In: Developmental psychology, vol 50, iss 5 (2014)
|
|
BASE
|
|
Show details
|
|
14 |
Gradient language dominance affects talker learning.
|
|
|
|
In: Cognition, vol 130, iss 1 (2014)
|
|
BASE
|
|
Show details
|
|
15 |
Preschoolers' flexible use of talker information during word learning
|
|
|
|
In: JOURNAL OF MEMORY AND LANGUAGE, vol 73 (2014)
|
|
BASE
|
|
Show details
|
|
19 |
The effect of the temporal structure of spoken words on paired-associate learning
|
|
|
|
BASE
|
|
Show details
|
|
|
|