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首页> 外文期刊>Proceedings of the National Academy of Sciences of the United States of America >Native language governs interpretation of salient speech sound differences at 18 months
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Native language governs interpretation of salient speech sound differences at 18 months

机译：18个月时母语由主要语音差异解释

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摘要

One of the first steps infants take in learning their native language is to discover its set of speech-sound categories. This early development is shown when infants begin to lose the ability to differentiate some of the speech sounds their language does not use, while retaining or improving discrimination of language-relevant sounds. However, this aspect of early phonological tuning is not sufficient for language learning. Children must also discover which of the phonetic cues that are used in their language serve to signal lexical distinctions. Phonetic variation that is readily discriminable to all children may indicate two different words in one language but only one word in another. Here, we provide evidence that the language background of 1.5-year-olds affects their interpretation of phonetic variation in word learning, and we show that young children interpret salient phonetic variation in language-specific ways. Three experiments with a total of 104 children compared Dutch- and English-learning 18-month-olds' responses to novel words varying in vowel duration or vowel quality. Dutch learners interpreted vowel duration as lexically contrastive, but English learners did not, in keeping with properties of Dutch and English. Both groups performed equivalently when differentiating words varying in vowel quality. Thus, at one and a half years, children's phonological knowledge already guides their interpretation of salient phonetic variation. We argue that early phonological learning is not just a matter of maintaining the ability to distinguish language-relevant phonetic cues. Learning also requires phonological interpretation at appropriate levels of linguistic analysis.
机译：婴儿学习母语的第一步就是发现其语音类别。当婴儿开始失去区分他们的语言不使用的某些语音的能力，同时保留或改善对与语言相关的声音的辨别力时，就表明了这种早期发展。但是，早期语音调整的这一方面不足以进行语言学习。儿童还必须发现他们的语言中使用了哪些语音提示来表达词汇上的区别。所有孩子都容易辨别的语音变化可能表示一种语言中的两个不同单词，但另一种语言中仅一个单词。在这里，我们提供的证据表明1.5岁儿童的语言背景会影响他们在单词学习中对语音变化的解释，并且我们表明，幼儿以特定于语言的方式来解释显着的语音变化。在总共104名儿童的三个实验中，比较了学习荷兰语和英语的18个月大儿童对元音持续时间或元音质量变化的新颖单词的反应。荷兰学习者将元音持续时间解释为词汇上的对比，但英语学习者却没有这样做，这与荷兰语和英语的属性保持一致。当区分元音质量不同的单词时，两组的表现均等。因此，在一年半的时间里，儿童的语音学知识已经指导了他们对显着语音变化的解释。我们认为，早期语音学习不仅仅是保持区分与语言相关的语音提示的能力的问题。学习还需要在适当的语言分析水平上进行语音解释。

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