English-learning infants' segmentation of trisyllabic words from fluent speech.
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| Title: | English-learning infants' segmentation of trisyllabic words from fluent speech. |
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| Authors: | Houston DM (AUTHOR), Santelmann LM (AUTHOR), Jusczyk PW (AUTHOR) |
| Source: | Language & Cognitive Processes. Feb2004, Vol. 19 Issue 1, p97-136. 40p. |
| Abstract: | Recent investigations with English-learning infants have shown that the rhythmic properties of English influence how infants segment fluent speech. In particular, 7.5-month-old infants have been shown to extract bisyllabic words that conform to the predominant strong/weak stress pattern of English but not weak/strong words. The present series of studies examined whether English-learning 7.5-month-olds' segmentation abilities are limited to extracting strong/weak bisyllables or whether they are able to segment longer strings, such as trisyllables (strong/weak/strong). The results indicated that infants can segment trisyllabic words from fluent speech but only when the first syllable receives primary stress (e.g., cantaloupe). When primary stress falls on the last syllable (e.g., cavalier), infants segment only the final stressed syllables. Overall, the findings suggest that 7.5-month-old English-learning infants are able to segment longer strings, and that they use stress as a major cue in segmentation. English-learners appear to equate strong syllables with word onsets only when the strong syllable receives primary stress. [ABSTRACT FROM AUTHOR] |
| Copyright of Language & Cognitive Processes is the property of Psychology Press (UK) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| URL: | 11714941 |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 106664582 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: English-learning infants' segmentation of trisyllabic words from fluent speech. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Houston+DM%22">Houston DM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Santelmann+LM%22">Santelmann LM</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jusczyk+PW%22">Jusczyk PW</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Language+%26+Cognitive+Processes%22">Language & Cognitive Processes</searchLink>. Feb2004, Vol. 19 Issue 1, p97-136. 40p. – Name: Abstract Label: Abstract Group: Ab Data: Recent investigations with English-learning infants have shown that the rhythmic properties of English influence how infants segment fluent speech. In particular, 7.5-month-old infants have been shown to extract bisyllabic words that conform to the predominant strong/weak stress pattern of English but not weak/strong words. The present series of studies examined whether English-learning 7.5-month-olds' segmentation abilities are limited to extracting strong/weak bisyllables or whether they are able to segment longer strings, such as trisyllables (strong/weak/strong). The results indicated that infants can segment trisyllabic words from fluent speech but only when the first syllable receives primary stress (e.g., cantaloupe). When primary stress falls on the last syllable (e.g., cavalier), infants segment only the final stressed syllables. Overall, the findings suggest that 7.5-month-old English-learning infants are able to segment longer strings, and that they use stress as a major cue in segmentation. English-learners appear to equate strong syllables with word onsets only when the strong syllable receives primary stress. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Language & Cognitive Processes is the property of Psychology Press (UK) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) – Name: URL Label: URL Group: URL Data: <link linkTarget="URL" linkTerm="11714941" linkWindow="_blank">11714941</link> |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 40 StartPage: 97 Titles: – TitleFull: English-learning infants' segmentation of trisyllabic words from fluent speech. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Houston DM – PersonEntity: Name: NameFull: Santelmann LM – PersonEntity: Name: NameFull: Jusczyk PW IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: Feb2004 Type: published Y: 2004 Identifiers: – Type: issn-print Value: 01690965 Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: Language & Cognitive Processes Type: main |
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