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Preschoolers rely on rich speech representations to process variable speech.

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Title: Preschoolers rely on rich speech representations to process variable speech.
Authors: Cychosz, Margaret (AUTHOR), Mahr, Tristan (AUTHOR), Munson, Benjamin (AUTHOR), Newman, Rochelle (AUTHOR), Edwards, Jan R. (AUTHOR)
Source: Child Development. Jul2023, Vol. 94 Issue 4, pe197-e214. 18p. 6 Charts, 6 Graphs.
Subjects: Preschool children, Cognitive processing of language, Speech, Pronunciation, Variation in language, Cochlear implants
Abstract: To learn language, children must map variable input to categories such as phones and words. How do children process variation and distinguish between variable pronunciations ("shoup" for soup) versus new words? The unique sensory experience of children with cochlear implants, who learn speech through their device's degraded signal, lends new insight into this question. In a mispronunciation sensitivity eyetracking task, children with implants (N = 33), and typical hearing (N = 24; 36–66 months; 36F, 19M; all non‐Hispanic white), with larger vocabularies processed known words faster. But children with implants were less sensitive to mispronunciations than typical hearing controls. Thus, children of all hearing experiences use lexical knowledge to process familiar words but require detailed speech representations to process variable speech in real time. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Preschoolers rely on rich speech representations to process variable speech.
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  Data: <searchLink fieldCode="AR" term="%22Cychosz%2C+Margaret%22">Cychosz, Margaret</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mahr%2C+Tristan%22">Mahr, Tristan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Munson%2C+Benjamin%22">Munson, Benjamin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Newman%2C+Rochelle%22">Newman, Rochelle</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Edwards%2C+Jan+R%2E%22">Edwards, Jan R.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Jul2023, Vol. 94 Issue 4, pe197-e214. 18p. 6 Charts, 6 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+processing+of+language%22">Cognitive processing of language</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink><br /><searchLink fieldCode="DE" term="%22Pronunciation%22">Pronunciation</searchLink><br /><searchLink fieldCode="DE" term="%22Variation+in+language%22">Variation in language</searchLink><br /><searchLink fieldCode="DE" term="%22Cochlear+implants%22">Cochlear implants</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: To learn language, children must map variable input to categories such as phones and words. How do children process variation and distinguish between variable pronunciations ("shoup" for soup) versus new words? The unique sensory experience of children with cochlear implants, who learn speech through their device's degraded signal, lends new insight into this question. In a mispronunciation sensitivity eyetracking task, children with implants (N = 33), and typical hearing (N = 24; 36–66 months; 36F, 19M; all non‐Hispanic white), with larger vocabularies processed known words faster. But children with implants were less sensitive to mispronunciations than typical hearing controls. Thus, children of all hearing experiences use lexical knowledge to process familiar words but require detailed speech representations to process variable speech in real time. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell 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.)
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        Value: 10.1111/cdev.13922
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        Text: English
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      – SubjectFull: Cognitive processing of language
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      – SubjectFull: Speech
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      – SubjectFull: Pronunciation
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      – SubjectFull: Cochlear implants
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              Text: Jul2023
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