The role of language experience in word segmentation: A comparison of English, French, and bilingual infants

2002 ◽  
Vol 111 (5) ◽  
pp. 2455 ◽  
Author(s):  
Linda Polka ◽  
Megha Sundara ◽  
Stephanie Blue
Keyword(s):  
Word Segmentation ◽  
Language Experience

scholarly journals Replication of Saffran, Newport, & Aslin (1996) Word segmentation: The role of distributional cues, Exp. 1

2017 ◽  
Author(s):  
Caitlin Garcia ◽  
Gina Iozzo ◽  
Katie Lamirato ◽  
James Ledoux ◽  
Jesse Mu ◽  
...  
Keyword(s):  
Word Segmentation ◽  
Distributional Cues ◽  
Larger Sample

We replicated Exp. 1 of Saffran, Newport, & Aslin (1996) Word segmentation: The role of distributional Cues, Journal of Memory and Language, 35, 606-621, as part of a multi-year project to replicate every published adult statistical word segmentation study. Despite a much larger sample than the original (101 subjects vs. 24), evidence of successful segmentation was weak and mixed, and none of the item or condition effects replicated. We consider whether this is more likely to be a failure of replication or a failure of generalization (e.g., to a different population).

WHY ARE LEXICAL TONES DIFFICULT TO LEARN?

2019 ◽  
Vol 42 (1) ◽  
pp. 33-59 ◽  
Author(s):  
Ricky KW Chan ◽  
Janny HC Leung
Keyword(s):  
Incidental Learning ◽  
Musical Training ◽  
English Speakers ◽  
Musical Experience ◽  
Language Experience ◽  
Tone Language ◽  
Lexical Tones ◽  
Tone Discrimination ◽  
Level Tone

AbstractL2 sounds present different kinds of challenges to learners at the phonetic, phonological, and lexical levels, but previous studies on L2 tone learning mostly focused on the phonetic and lexical levels. The present study employs an innovative technique to examine the role of prior tonal experience and musical training on forming novel abstract syllable-level tone categories. Eighty Cantonese and English musicians and nonmusicians completed two tasks: (a) AX tone discrimination and (b) incidental learning of artificial tone-segment connections (e.g., words beginning with an aspirated stop always carry a rising tone) with synthesized stimuli modeled on Thai. Although the four participant groups distinguished the target tones similarly well, Cantonese speakers showed abstract and implicit knowledge of the target tone-segment mappings after training but English speakers did not, regardless of their musical experience. This suggests that tone language experience, but not musical experience, is crucial for forming novel abstract syllable-level tone categories.

scholarly journals Understanding the role of linguistic distributional knowledge in cognition

2019 ◽  
Author(s):  
Cai Wingfield ◽  
Louise Connell
Keyword(s):  
Human Performance ◽  
Poor Quality ◽  
Cognitive Tasks ◽  
Language Experience ◽  
Conceptual Processing ◽  
Wide Range ◽  
N Gram ◽  
Distributional Knowledge ◽  
Source Of Information

The distributional patterns of words in language forms the basis of linguistic distributional knowledge and contributes to conceptual processing across cognition. While corpus-based linguistic distributional models (LDMs) can capture human performance in many cognitive tasks, questions remain regarding the nature and role of linguistic distributional knowledge in cognition. We propose that LDMs can be a cognitively plausible approach to modelling linguistic distributional knowledge when assumed to represent an essential component of semantics that is grounded in a complementary sensorimotor component, when trained on appropriate corpora that are representative of human language experience, and when they capture syntagmatic, paradigmatic, and bag-of-words distributional relations that are useful to cognition. Using an extensive set of cognitive tasks that vary in their conceptual complexity and response measurements, we systematically evaluate a wide range of model families (predict vector, count vector, n-gram), corpora varying in size and quality, and parameter settings. Our findings demonstrate that there is no one-size-fits-all approach for how linguistic distributional knowledge is used across cognition, and that its use depends on the conceptual complexity of the task at hand. Conceptually simple tasks that rely on single paradigmatic relations are relatively easy to model even with poor-quality language experience, but conceptually complex tasks that involve sophisticated processing of diverse and/or abstracted relations require a diverse set of task-specific models and high-quality language experience. Linguistic distributional knowledge is a rich source of information about the world that can be accessed flexibly according to cognitive need. Online materials are available at https://osf.io/uj92m/.

scholarly journals The Role of Prosody and Speech Register in Word Segmentation: A Computational Modelling Perspective

2017 ◽  
Author(s):  
Bogdan Ludusan ◽  
Reiko Mazuka ◽  
Mathieu Bernard ◽  
Alejandrina Cristia ◽  
Emmanuel Dupoux
Keyword(s):  
Computational Modelling ◽  
Word Segmentation

The role of stress in word segmentation

1992 ◽  
Vol 92 (4) ◽  
pp. 2443-2443 ◽  
Author(s):  
Paul N. Yerkey ◽  
James R. Sawusch
Keyword(s):  
Word Segmentation

The role of character positional frequency in oral reading: A developmental study

2020 ◽  
Author(s):  
Kunyu Lian ◽  
Jie Ma ◽  
Feifei Liang ◽  
Ling Wei ◽  
Shuwei Zhang ◽  
...  
Keyword(s):  
College Students ◽  
Oral Reading ◽  
Chinese Language ◽  
Word Segmentation ◽  
Third Grade ◽  
Fixation Time ◽  
Developmental Study ◽  
Third Grade Students ◽  
Total Fixation

How frequently a character appears in a word (positional character frequency) is used as a cue in word segmentation when reading aloud in the Chinese language. In this study we created 176 sentences with a target word in the center of each. Participants were 76 college students (mature readers) and 76 third-grade students (beginner readers). Results show an interaction effect of age and positional frequency of the initial character in the word on gaze duration. Further analysis shows that the third-grade students’ gaze duration was significantly longer in high, relative to low, positional character frequency of the target words. This trend was consistent with refixation duration, and there was a marginally significant interaction between age and total fixation time. Overall, positional character frequency was an important cue for word segmentation in oral reading in the Chinese language, and third-grade students relied more heavily on this cue than did college students.

Sign in / Sign up

Export Citation Format

Share Document