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27 results

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  • Vocal production and novel word learning in the first year

  • Marinella MAJORANO, Tamara BASTIANELLO, Marika MORELLI, Manuela LAVELLI, Marilyn M. VIHMAN
  • Journal:
    Journal of Child Language / Volume 46 / Issue 3 / May 2019
    Published online by Cambridge University Press:
    11 January 2019, pp. 606-616

  • Previous studies have demonstrated an effect of early vocal production on infants’ speech processing and later vocabulary. This study focuses on the relationship between vocal production and new word learning. Thirty monolingual Italian-learning infants were recorded at about 11 months, to establish the extent of their consonant production. In parallel, the infants were trained on novel word–object pairs, two consisting of early learned consonants (ELC), two consisting of late learned consonants (LLC). Word learning was assessed through Preferential Looking. The results suggest that vocal production supports word learning: Only children with higher, consistent consonant production attended more to the trained ELC images.

The Emergence of Phonology
  • Whole-word Approaches and Cross-linguistic Evidence
  • Edited by Marilyn M. Vihman, Tamar Keren-Portnoy
  • Published online:
    05 November 2013
    Print publication:
    07 November 2013
  • How well have classic ideas on whole-word phonology stood the test of time? Waterson claimed that each child has a system of their own; Ferguson and Farwell emphasized the relative accuracy of first words; Menn noted the occurrence of regression and the emergence of phonological systematicity. This volume brings together classic texts such as these with current data-rich studies of British and American English, Arabic, Brazilian Portuguese, Finnish, French, Japanese, Polish and Spanish. This combination of classic and contemporary work from the last thirty years presents the reader with cutting-edge perspectives on child language by linking historical approaches with current ideas such as exemplar theory and usage-based phonology, and contrasting state-of-the-art perspectives from developmental psychology and linguistics. This is a valuable resource for cognitive scientists, developmentalists, linguists, psychologists, speech scientists and therapists interested in understanding how children begin to use language without the benefit of language-specific innate knowledge.

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