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Children and Adults Integrate Talker and Verb Information in Online Processing

机译：儿童和成人在在线处理中集成了说话者和动词信息

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Children seem able to efficiently interpret a variety of linguistic cues during speech comprehension, yet have difficulty interpreting sources of nonlinguistic and paralinguistic information that accompany speech. The current study asked whether (paralinguistic) voice-activated role knowledge is rapidly interpreted in coordination with a linguistic cue (a sentential action) during speech comprehension in an eye-tracked sentence comprehension task with children (ages 3-10 years) and college-aged adults. Participants were initially familiarized with 2 talkers who identified their respective roles (e.g., PRINCESS and PIRATE) before hearing a previously introduced talker name an action and object ("I want to hold the sword," in the pirate's voice). As the sentence was spoken, eye movements were recorded to 4 objects that varied in relationship to the sentential talker and action (target: SWORD, talker-related: SHIP, action-related: WAND, and unrelated: CARRIAGE). The task was to select the named image. Even young child listeners rapidly combined inferences about talker identity with the action, allowing them to fixate on the target before it was mentioned, although there were developmental and vocabulary differences on this task. Results suggest that children, like adults, store real-world knowledge of a talker's role and actively use this information to interpret speech.
机译：在语音理解过程中，儿童似乎能够有效地解释各种语言提示，但难以解释伴随语音的非语言和副语言信息的来源。当前的研究询问，在带有孩子（3-10岁）和大学生的眼动式句子理解任务中，在语音理解过程中，是否会与语言提示（句子动作）一起快速地解释（副语言）语音激活的角色知识。老年人。参与者最初熟悉2位讲话者，他们先确定了各自的角色（例如PRINCESS和PIRATE），然后再听之前介绍的讲话者的名字作为动作和对象（“我想握剑”，在海盗的声音中）。在说出句子时，将眼动记录到4个对象上，这些对象与说话者和动作的关系有所不同（目标：SWORD，与说话者相关：SHIP，与动作相关：WAND，而无关：CARRIAGE）。任务是选择命名图像。即使是幼儿听众，也会迅速将有关说话者身份的推论与行动结合起来，使他们能够在提到目标之前就将注意力固定在目标上，尽管此任务在发展和词汇上存在差异。结果表明，儿童（与成人一样）存储了关于说话者角色的真实世界知识，并积极地使用此信息来解释语音。

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