The sources of phonological knowledge: a cross-linguistic perspective

Vihman, Marilyn May; Kunnari, Sari

doi:10.4000/rlv.1467

Cited by 24 publications

(11 citation statements)

References 44 publications

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“…As they observed, this infant success in producing adult words with a more or less faithful match to the target is best ascribed to preselection, or the selection of words to say based on the phonological accessibility of the chosen targets. Subsequent studies have strongly supported this finding and interpretation (e.g., Fikkert & Levelt, ; Menn & Vihman, ; Vihman & Croft, ; Vihman & Kunnari, ).…”

Section: (1) Articulatory Filtermentioning

confidence: 70%

The Role of Production in Infant Word Learning

2014

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Studies of phonological development that combine speech‐processing experiments with observation and analysis of production remain rare, although production experience is necessarily relevant to developmental advance. Here we focus on three proposals regarding the relationship of production to word learning: (1) Articulatory filter: The hypothesis that children are influenced in noticing words in input speech by their resemblance to patterns they can produce has recently received experimental support. (2) Systematization and regression: It is proposed that the decline in accuracy that follows first‐word production is the consequence of an increase in systematicity (with renewed accuracy emerging only later). (3) Word‐production experience facilitates new word learning: Evidence that expressive vocabulary growth in itself facilitates new word learning supports the idea that knowledge is gradient, involving increases in stability and reliability with repeated exposure and use.

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Section: (1) Articulatory Filtermentioning

confidence: 70%

The Role of Production in Infant Word Learning

2014

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“…All of these experimental findings reveal that some elements of early word forms are less well represented than others and suggest that the form of the word as a whole affects infant processing. In fact, word production studies provide ample evidence of a difference between strongly represented sounds, such as the word‐initial consonants of trochaic (strong‐weak) words in English, which are rarely omitted, and weakly represented sounds, such as the word‐initial consonants of iambic (weak‐strong) words in French (Vihman & Kunnari, ) or Hebrew (Keren‐Portnoy & Segal, in press) or the onsets of trochaic words with geminates in Estonian, Finnish, and Hindi as well as Italian (Vihman, ; Vihman & Croft, ; Vihman & Majorano, ), all of which are commonly omitted in child word forms in the single‐word period.…”

Section: Word Production Ii: From Holistic Matches To Reorganizationmentioning

confidence: 99%

Learning words and learning sounds: Advances in language development

Vihman

2016

British J of Psychology

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Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating 'perceptual narrowing' in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.

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“…Welsh infants could be expected to rely more on later parts of a word, as French children do, and their early word patterns reflect this, as both French and Welsh infants commonly omit initial consonants, whereas English infants rarely do: cf. French chapeau (hat)/Sapo/, produced as [apo], and lapin (rabbit)/lapE/, va pas (doesn't go, doesn't fit)/vapa/, both produced as [apa]; Welsh bwni (bunny)/buni/, produced as [hUni], fyna (there)/vJna/, produced as [ńnae], and moron (carrot)/m4r4n/, produced as [/awan] (Vihman & Kunnari, 2006). Because ERPs are time locked to word onset, ERP modulations discriminating familiar from rare words can be expected to be offset in Welsh and the relative increase in amplitude of the N2/N4 complex to be delayed.…”

Section: Minority Language Learning In a Bilingual Communitymentioning

confidence: 99%

Onset of word form recognition in English, Welsh, and English–Welsh bilingual infants

Vihman

Thierry

Lum

et al. 2007

Applied Psycholinguistics

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Children raised in the home as English or Welsh monolinguals or English-Welsh bilinguals were tested on untrained word form recognition using both behavioral and neurophysiological procedures. Behavioral measures confirmed the onset of a familiarity effect at 11 months in English but failed to identify it in monolingual Welsh infants between 9 and 12 months. In the neurophysiological procedure the familiarity effect was detected as early as 10 months in English but did not reach significance in monolingual Welsh. Bilingual children showed word form familiarity effects by 11 months in both languages and also revealed an online time course for word recognition that combined effects found for monolingual English and Welsh. To account for the findings, accentual, grammatical, and sociolinguistic differences between English and Welsh are considered.

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The sources of phonological knowledge: a cross-linguistic perspective

Cited by 24 publications

References 44 publications

The Role of Production in Infant Word Learning

The Role of Production in Infant Word Learning

Learning words and learning sounds: Advances in language development

Onset of word form recognition in English, Welsh, and English–Welsh bilingual infants

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