Format

Send to

Choose Destination
J Exp Child Psychol. 2010 Mar;105(3):178-97. doi: 10.1016/j.jecp.2009.10.007. Epub 2009 Dec 11.

Learning of syllable-object relations by preverbal infants: the role of temporal synchrony and syllable distinctiveness.

Author information

1
Department of Psychology, Florida Gulf Coast University, Fort Myers, FL 33965, USA. lgogate@fgcu.edu

Abstract

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 8months of age and distinct syllables at 7months of age. These findings suggest an interaction between infants' synchrony and syllable distinctiveness perception during early word mapping development.

PMID:
20004909
DOI:
10.1016/j.jecp.2009.10.007
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Elsevier Science
Loading ...
Support Center