Finding patterns and learning words: Infant phonotactic knowledge is associated with vocabulary size

Estes, Katharine Graf; Gluck, Stephanie Chen-Wu; Grimm, Kevin J.

doi:10.1016/j.jecp.2016.01.012

Cited by 23 publications

(19 citation statements)

References 74 publications

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“…For example, 19-month-old infants with larger vocabularies were less likely to learn phonotactic patterns that are illegal in English (i.e. words beginning with the sound sequences tl , ps , fw , and shn) than infants who knew fewer English words (Graf Estes, Gluck & Grimm, 2016). Infants with larger vocabularies are also less likely to learn words with illegal phonotactic patterns as object labels (Graf Estes, Edwards & Saffran, 2011).…”

Section: Introductionmentioning

confidence: 99%

Infant statistical-learning ability is related to real-time language processing

et al. 2017

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Infants are adept at learning statistical regularities in artificial language materials, suggesting that the ability to learn statistical structure may support language development. Indeed, infants who perform better on statistical learning tasks tend to be more advanced in parental reports of infants' language skills. Work with adults suggests that one way statistical learning ability affects language proficiency is by facilitating real-time language processing. Here we tested whether 15-month-olds' ability to learn sequential statistical structure in artificial language materials is related to their ability to encode and interpret native-language speech. Specifically, we tested their ability to learn sequential structure among syllables (Experiment 1) and words (Experiment 2), as well as their ability to encode familiar English words in sentences. The results suggest that infants' ability to learn sequential structure among syllables is related to their lexical-processing efficiency, providing continuity with findings from children and adults, though effects were modest.

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Section: Introductionmentioning

confidence: 99%

Infant statistical-learning ability is related to real-time language processing

et al. 2017

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“…Data seem to support this relationship as recent work shows a clear relationship between phonotactic ability and lexical knowledge. For example, Graf Estes, Gluck, and Grimm (2016) show there is a clear association between 19-month-olds' phonotactic knowledge and their vocabulary size.…”

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confidence: 97%

Perception of sibilant–liquid phonotactic frequency in full-term and preterm infants

2019

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We examined full-term and preterm infants’ perception of frequent and infrequent phonotactic pairings involving sibilants and liquids. Infants were tested on their preference for syllables with onsets involving /s/ or /ʃ/ followed by /l/ or /r/ using the Headturn Preference Procedure. Full-term infants preferred the frequent to the infrequent phonotactic pairings at 9 months, but not at either younger or older ages. Evidence was inconclusive regarding a possible difference between full-term and preterm samples; however, limitations on the preterm sample size limited our power to detect differences. Preference for the frequent pairing was not related to later vocabulary development.

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“…A prominent narrative in early language acquisition is that as infants learn more about the structure of their native language, they become more focused and efficient learners (Graf Estes, Gluck, & Grimm, 2016; Hockema & Smith, 2009; Namy, 2012; Werker & Curtin, 2005). Infants’ learning gradually centers on the sounds and symbols that are relevant in the native language and minimizes the weight given to forms that are not used in the language.…”

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confidence: 99%

Intersecting Constraints on Label Learning: Effects of Age, Label Properties, and Referential Context

Estes

Antovich

Hay

2018

Journal of Cognition and Development

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This research investigates the development of constraints in word learning. Previous experiments have shown that as infants gain more knowledge of native language structure, they become more selective about the forms that they accept as labels. However, the developmental pattern exhibited depends greatly on the way that infants are introduced to the labels and tested. In a series of experiments, we examined how providing referential context in the form of familiar objects and familiar object names affects how infants learn labels that they would otherwise reject, nonspeech sounds. We found evidence of the development of intersecting constraints: Younger infants (14-month-olds) were more open to learning nonspeech tone labels than older infants (19-month-olds), and younger infants were more open to the influence of referential context. These findings suggest that infants form expectations about labels and labeling contexts as they become more sophisticated learners.

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Finding patterns and learning words: Infant phonotactic knowledge is associated with vocabulary size

Cited by 23 publications

References 74 publications

Infant statistical-learning ability is related to real-time language processing

Infant statistical-learning ability is related to real-time language processing

Perception of sibilant–liquid phonotactic frequency in full-term and preterm infants

Intersecting Constraints on Label Learning: Effects of Age, Label Properties, and Referential Context

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