The Role of Auditory and Visual Speech in Word Learning at 18 Months and in Adulthood

Havy, Mélanie; Foroud, Afra; Fais, Laurel; Werker, Janet F.

doi:10.1111/cdev.12715

Cited by 16 publications

(44 citation statements)

References 68 publications

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“…At 12–13 months of age, infants detect auditory mispronounciations of familiar words in both auditory-only and AV matched conditions, but fail to detect mispronunciations when the AV display is mismatched (Weatherhead & White, 2017). By 18 months of age, if first taught a word–object match with only auditory information, infants will look correctly to the match in both an auditory-only (A-only) and in a visual-only (V-only) test condition (Havy, Foroud, Fais, & Werker, 2017). Infants of this age cannot, however, learn the pairing when given only visual facial information in the training phase, whereas adults can.…”

Section: A Final Consideration: Speech Perception Is Multisensorymentioning

confidence: 99%

Perceptual beginnings to language acquisition

Werker

2018

Applied Psycholinguistics

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115

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In this article, I present a selective review of research on speech perception development and its relation to reference, word learning, and other aspects of language acquisition, focusing on the empirical and theoretical contributions that have come from my laboratory over the years. Discussed are the biases infants have at birth for processing speech, the mechanisms by which universal speech perception becomes attuned to the properties of the native language, and the extent to which changing speech perception sensitivities contribute to language learning. These issues are reviewed from the perspective of both monolingual and bilingual learning infants. Two foci will distinguish this from my previous reviews: first and foremost is the extent to which contrastive meaning and referential intent are not just shaped by, but also shape, changing speech perception sensitivities, and second is the extent to which infant speech perception is multisensory and its implications for both theory and methodology.

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Section: A Final Consideration: Speech Perception Is Multisensorymentioning

confidence: 99%

Perceptual beginnings to language acquisition

Werker

2018

Applied Psycholinguistics

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115

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“…Even if this ability remains rudimentary in infancy (e.g., see Lewkowicz, 2014, for a review), infants are already able to rely on the visual speech information to facilitate phonetic acquisition (Teinonen, Aslin, Alku, & Csibra, 2008;Ter Schure, Junge, & Boersma, 2016) and word learning processes (Havy, Foroud, Fais, & Werker;Weatherhead & White, 2017). This audiovisual gain is probably due to the fact that visual speech carries articulatory information-provided by the mouth area-that is highly redundant with the corresponding auditory speech signal (Summerfield, 1987).…”

Section: Introductionmentioning

confidence: 99%

Impact of Bilingualism on Infants’ Ability to Learn From Talking and Nontalking Faces

et al. 2017

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To probably overcome the challenge of learning two languages at the same time, infants raised in a bilingual environment pay more attention to the mouth of talking faces than same‐age monolinguals. Here we examined the consequences of such preference for monolingual and bilingual infants’ ability to perceive nonspeech information coming from the eyes or the mouth region of talking faces. Using a learning procedure, we recorded 15‐month‐olds’ and 18‐month‐olds’ gaze while watching, at each trial, a speaker producing a sentence systematically followed by a nonspeech movement (eyebrow raise vs. lip protrusion). Differences were obtained for infants in the eyebrow‐raise condition. While 15‐month‐old monolinguals and 18‐month‐old bilinguals learned to anticipate the eyebrow‐raise movement before its appearance, 15‐month‐old bilinguals did not (i.e., they continued to look at the mouth region). Thus, bilingualism appears to impact not only how infants explore talking faces but also how they learn from them.

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“…Through face-to-face interactions, infants simultaneously hear the auditory speech signal and see the accompanying movements of the speaker’s face ( Altvater-Mackensen and Grossmann, 2015 ). In adults, visible speech conveys redundant and complementary information ( Miller and Nicely, 1955 ; Robert-Ribes et al, 1998 ) that reliably enhances auditory phonetic perception (i.e., Samuel and Lieblich, 2014 ) and facilitates lexical recognition ( Brancazio, 2004 ; Barutchu et al, 2008 ; Buchwald et al, 2009 ; Fort et al, 2010 , 2013 ; Havy et al, 2017 ). Here we ask whether young children, who have considerably less experience in watching others’ articulators, can benefit from visible speech as they learn new words.…”

Section: Introductionmentioning

confidence: 99%

“…However, one research project has begun to address this issue. In their research, Havy et al (2017) asked whether 18-month-old English-learning infants were able to learn new lexical mappings in either auditory or visual modality ( Havy et al, 2017 ). The purpose was twofold: firstly to determine whether visible speech alone can be used to guide lexical learning, and secondly whether information from either auditory or visual modalities is available through cross-modal translation of the input.…”

Section: Introductionmentioning

confidence: 99%

Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children

Havy

Zesiger

2017

Front. Psychol.

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From the very first moments of their lives, infants are able to link specific movements of the visual articulators to auditory speech signals. However, recent evidence indicates that infants focus primarily on auditory speech signals when learning new words. Here, we ask whether 30-month-old children are able to learn new words based solely on visible speech information, and whether information from both auditory and visual modalities is available after learning in only one modality. To test this, children were taught new lexical mappings. One group of children experienced the words in the auditory modality (i.e., acoustic form of the word with no accompanying face). Another group experienced the words in the visual modality (seeing a silent talking face). Lexical recognition was tested in either the learning modality or in the other modality. Results revealed successful word learning in either modality. Results further showed cross-modal recognition following an auditory-only, but not a visual-only, experience of the words. Together, these findings suggest that visible speech becomes increasingly informative for the purpose of lexical learning, but that an auditory-only experience evokes a cross-modal representation of the words.

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The Role of Auditory and Visual Speech in Word Learning at 18 Months and in Adulthood

Cited by 16 publications

References 68 publications

Perceptual beginnings to language acquisition

Perceptual beginnings to language acquisition

Impact of Bilingualism on Infants’ Ability to Learn From Talking and Nontalking Faces

Learning Spoken Words via the Ears and Eyes: Evidence from 30-Month-Old Children

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