Isolated words enhance statistical language learning in infancy

Department of Psychology and Waisman Center, University of Wisconsin-Madison, WI 53705-2280, USA.
Developmental Science (Impact Factor: 3.89). 11/2011; 14(6):1323-9. DOI: 10.1111/j.1467-7687.2011.01079.x
Source: PubMed


Infants are adept at tracking statistical regularities to identify word boundaries in pause-free speech. However, researchers have questioned the relevance of statistical learning mechanisms to language acquisition, since previous studies have used simplified artificial languages that ignore the variability of real language input. The experiments reported here embraced a key dimension of variability in infant-directed speech. English-learning infants (8-10 months) listened briefly to natural Italian speech that contained either fluent speech only or a combination of fluent speech and single-word utterances. Listening times revealed successful learning of the statistical properties of target words only when words appeared both in fluent speech and in isolation; brief exposure to fluent speech alone was not sufficient to facilitate detection of the words' statistical properties. This investigation suggests that statistical learning mechanisms actually benefit from variability in utterance length, and provides the first evidence that isolated words and longer utterances act in concert to support infant word segmentation.

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    • "Likewise, chunking of longer sequences might be a useful tool in memorizing conspecific songs in zebra finches. Human infants also tend to use pauses as a cue to find word boundaries (Nazzi et al. 2000; Johnson and Jusczyk 2001; Thiessen and Saffran 2003; Lew-Williams et al. 2011). When pauses are present in a speech stream, infants tend to treat inter-pause segments as more familiar than segments that span pause boundaries. "
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    ABSTRACT: When learning a language, it is crucial to know which syllables of a continuous sound string belong together as words. Human infants achieve this by attending to pauses between words or to the co-occurrence of syllables. It is not only humans that can segment a continuous string. Songbirds learning their song tend to copy 'chunks' from one or more tutors' songs and combine these into their own song. In the tutor songs, these chunks are often separated by pauses and a high co-occurrence of elements, suggesting that these features affect chunking and song learning. We examined experimentally whether the presence of pauses and element co-occurrence affect the ability of adult zebra finches to discriminate strings of song elements. Using a go/no-go design, two groups of birds were trained to discriminate between two strings. In one group (Pause-group), pauses were inserted between co-occurring element triplets in the strings, and in the other group (No-pause group), both strings were continuous. After making a correct discrimination, an individual proceeded to a reversal training using string segments. Segments were element triplets consistent in co-occurrence, triplets that were partly consistent in composition and triplets consisting of elements that did not co-occur in the strings. The Pause-group was faster in discriminating between the two strings. This group also responded differently to consistent triplets in the reversal training, compared to inconsistent triplets. The No-pause group did not differentiate among the triplet types. These results indicate that pauses in strings of song elements aid song discrimination and memorization of co-occurring element groups.
    Animal Cognition 03/2015; 18(4). DOI:10.1007/s10071-015-0855-3 · 2.58 Impact Factor
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    • "Our analysis showed, first, that a large proportion of naming events in naturalistic free-play are single-word utterances (see also Fernald and Morikawa, 1993; Brent and Siskind, 2001). These utterances could simplify later speech segmentation and give infants a leg up in later word learning (Brent and Siskind, 2001; Lew-Williams et al., 2011). "
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    ABSTRACT: In order to acquire their native languages, children must learn richly structured systems with regularities at multiple levels. While structure at different levels could be learned serially, e.g., speech segmentation coming before word-object mapping, redundancies across levels make parallel learning more efficient. For instance, a series of syllables is likely to be a word not only because of high transitional probabilities, but also because of a consistently co-occurring object. But additional statistics require additional processing, and thus might not be useful to cognitively constrained learners. We show that the structure of child-directed speech makes simultaneous speech segmentation and word learning tractable for human learners. First, a corpus of child-directed speech was recorded from parents and children engaged in a naturalistic free-play task. Analyses revealed two consistent regularities in the sentence structure of naming events. These regularities were subsequently encoded in an artificial language to which adult participants were exposed in the context of simultaneous statistical speech segmentation and word learning. Either regularity was independently sufficient to support successful learning, but no learning occurred in the absence of both regularities. Thus, the structure of child-directed speech plays an important role in scaffolding speech segmentation and word learning in parallel.
    Frontiers in Psychology 10/2012; 3:374. DOI:10.3389/fpsyg.2012.00374 · 2.80 Impact Factor
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    • "Ideally, such studies should use paradigms where the listener is exposed to auditory and visual stimuli simultaneously to mimic naturalistic learning conditions. Studies incorporating these qualities are beginning to emerge (Gullberg et al., 2010; Hay et al., 2011; Lew-Williams et al., 2011), but at present we need to base our hypotheses about the relationship between language acquisition and SL on studies that have used artificial miniature languages. While there has been ever increasing interest in SL for more than a decade, it is only in the last few years that researchers have begun focusing on individual differences in this ability and on demonstrating a direct relationship between SL and performance on other cognitive tasks. "
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    ABSTRACT: Mastery of language can be a struggle for some children. Amongst those that succeed in achieving this feat there is variability in proficiency. Cognitive scientists remain intrigued by this variation. A now substantial body of research suggests that language acquisition is underpinned by a child's capacity for statistical learning (SL). Moreover, a growing body of research has demonstrated that variability in SL is associated with variability in language proficiency. Yet, there is a striking lack of longitudinal data. To date, there has been no comprehensive investigation of whether a capacity for SL in young children is, in fact, associated with language proficiency in subsequent years. Here we review key studies that have led to the need for this longitudinal research. Advancing the language acquisition debate via longitudinal research has the potential to transform our understanding of typical development as well as disorders such as autism, specific language impairment, and dyslexia.
    Frontiers in Psychology 08/2012; 3:324. DOI:10.3389/fpsyg.2012.00324 · 2.80 Impact Factor
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