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Impacts of Acoustic-Phonetic Variability on Perceptual Development for Spoken Language: A Review.
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2021)
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Tone Attrition in Mandarin Speakers of Varying English Proficiency.
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In: Journal of speech, language, and hearing research : JSLHR, vol 60, iss 2 (2017)
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Tone Attrition in Mandarin Speakers of Varying English Proficiency
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2017)
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Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2017)
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Mandarin-English Bilinguals Process Lexical Tones in Newly Learned Words in Accordance with the Language Context
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Effects of contextual support on preschoolers' accented speech comprehension.
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In: Journal of experimental child psychology, vol 146 (2016)
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Difficulty in learning similar-sounding words: A developmental stage or a general property of learning?
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In: Journal of experimental psychology. Learning, memory, and cognition, vol 42, iss 9 (2016)
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Difficulty in learning similar-sounding words: a developmental stage or a general property of learning?
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Abstract:
How are languages learned, and to what extent are learning mechanisms similar in infant native-language (L1) and adult second-language (L2) acquisition? In terms of vocabulary acquisition, we know from the infant literature that the ability to discriminate similar-sounding words at a particular age does not guarantee successful word-meaning mapping at that age (Stager & Werker, 1997). However, it is unclear whether this difficulty arises from developmental limitations of young infants (e.g., poorer working memory) or whether it is an intrinsic part of the initial word learning, L1 and L2 alike. Here we show that adults of particular L1 backgrounds—just like young infants—have difficulty learning similar-sounding L2 words that they can nevertheless discriminate perceptually. This suggests that the early stages of word learning, whether L1 or L2, intrinsically involve difficulty in mapping similar-sounding words onto referents. We argue that this is due to an interaction between two main factors: (1) memory limitations that pose particular challenges for highly similar-sounding words, and (2) uncertainty regarding the language's phonetic categories, as these are being learned concurrently with words. Overall, our results show that vocabulary acquisition in infancy and in adulthood share more similarities than previously thought, thus supporting the existence of common learning mechanisms that operate throughout the lifespan.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/26962959 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5009011/ https://doi.org/10.1037/xlm0000247
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Apples and Oranges: Developmental Discontinuities in Spoken-Language Processing?
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In: Trends in cognitive sciences, vol 19, iss 12 (2015)
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Children and adults integrate talker and verb information in online processing.
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In: Developmental psychology, vol 50, iss 5 (2014)
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Gradient language dominance affects talker learning.
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In: Cognition, vol 130, iss 1 (2014)
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Preschoolers' flexible use of talker information during word learning
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In: JOURNAL OF MEMORY AND LANGUAGE, vol 73 (2014)
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The effect of the temporal structure of spoken words on paired-associate learning
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