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ERIC Number: EJ872566
Record Type: Journal
Publication Date: 2010-Mar
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-0965
Learning of Syllable-Object Relations by Preverbal Infants: The Role of Temporal Synchrony and Syllable Distinctiveness
Gogate, Lakshmi J.
Journal of Experimental Child Psychology, v105 n3 p178-197 Mar 2010
The role of temporal synchrony and syllable distinctiveness in preverbal infants' learning of word-object relations was investigated. In Experiment 1, 7- and 8-month-olds (N=64) were habituated under conditions where two "similar-sounding" syllables, /tah/ and /gah/, were spoken simultaneously with the motions of one of two sets of objects ("synchronous") or out of phase with the motions ("asynchronous"). On test trials, 8-month-olds, but not 7-month-olds, showed learning of the relations in the synchronous condition but not in the asynchronous condition. Furthermore, in Experiment 2, following habituation to one of the synchronous syllable-object pairs, 7-month-olds (n=8) discriminated the syllables and the objects. In Experiment 3, following habituation to two "distinct" syllables, /tah/-/gih/ or /gah/-/tih/, paired with identical objects, 7-month-olds (n=40) showed learning of the relations, again only in the synchronous condition. Thus, synchrony, which mothers naturally provide between words and object motions, facilitated the mapping onto objects of similar-sounding syllables at 8 months of age and distinct syllables at 7 months of age. These findings suggest an interaction between infants' synchrony and syllable distinctiveness perception during early word mapping development. (Contains 2 tables and 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A