Parent or community: Where do 20-month-olds exposed to two accents acquire their representation of words?

Perception of second language phonetic contrasts by monolinguals and bidialectals: A comparison of competencies

This study aims to examine the perception of English vowels by Greek monolingual and bidialectal speakers of English as a second language (L2) and assess the predictions of the Universal Perceptual Model (UPM). Adult Cypriot Greek (CG) bidialectal speakers and Standard Modern Greek (SMG) monolingual speakers participated in classification and discrimination tests. The two groups were matched for various linguistic, sociolinguistic, and cognitive factors. Another group of adult English speakers served as controls. Data analysis has been conducted with the use of Bayesian regression models. The results of the discrimination test were predicted by acoustic similarity only to some extent, whereas perceptual similarity predicted most contrasts, confirming the hypotheses of UPM. A crucial finding was that bidialectals outperformed monolinguals in the discrimination of L2 contrasts. The advantage observed in bidialectals could be attributed to the greater flexibility of their speech categories, stemming from exposure to more diverse linguistic input.

Coping with dialects from birth: Role of variability on infants' early language development. Insights from Norwegian dialects

Previous research suggests that exposure to accent variability can affect toddlers' familiar word recognition and word comprehension. The current preregistered study addressed the gap in knowledge on early language development in infants exposed to two dialects from birth and assessed the role of dialect similarity in infants' word recognition and comprehension. A 12-month-old Norwegian-learning infants, exposed to native Norwegian parents speaking the same or two Norwegian dialects, took part in two eye-tracking tasks, assessing familiar word form recognition and word comprehension. Their parents' speech was assessed for similarity by native Norwegian speakers. First, in contrast to previous research, our results revealed no listening preference for words over nonwords in both monodialectal and bidialectal infants, suggesting potential language-specific differences in the onset of word recognition. Second, the results showed evidence for word comprehension in monodialectal infants, but not in bidialectal infants, suggesting that exposure to dialectal variability impacts early word acquisition. Third, perceptual similarity between parental dialects tendentially facilitated bidialectal infants' word recognition and comprehension. Forth, the results revealed a strong correlation between the raters and parents' assessment of similarity between dialects, indicating that parental estimations can be reliably used to assess infants' speech variability at home. Finally, our results revealed a strong relationship between word recognition and comprehension in monodialectal infants and the absence of such a relationship in bidialectal infants, suggesting that either these two skills do not necessarily align in infants exposed to more variable input, or that the alignment might occur at a later stage.

Showing strength through flexibility: Multi-accent toddlers recognize words quickly and efficiently

One of the great mysteries of language acquisition is how children cope with variation in their input. If one parent says pah-tah-to and the other parent says pah-tay-to, how does this affect a child's speech processing development? Past research suggests variableinput may have negative effects on the efficiency of multi-accent children'swordrecognition, leading to slower word recognition compared to mono-accent children, and even failure to recognize words in their parent's non-dominant accent. Here, were-examine speed ofwordrecognitionina large sample of Dutch-learning 24-month-olds (n = 96) who receive routine exposure to one versus two varieties of their native language.. We conclude that multi-accent children are equipped to flexibly adapt to their variable speech input, and show no language delay at 24 months of age. Contrary to earlier reports, we find no evidence that exposure to multiple varieties has long-lasting detrimental effects ontoddler's wordrecognition efficiency.

Comparing Phonetic Convergence in Children and Adults

Observations by sociolinguists suggest that when children relocate to a new community, they rapidly learn to imitate their peers, adopting the new local accent faster and more effectively than adults. However, few well-controlled laboratory experiments have been conducted comparing speech or accent imitation across ages. Here, we investigated Canadian English-speaking children's and adults' imitation of three model speakers: a Canadian English talker, an Australian English talker, and a non-native Mandarin English talker who learned English later in life. The speech of all three talkers was manipulated to have elongated voice onset time (VOT) on word initial stop consonants. The dependent measure was how much participants would lengthen their VOTs after exposure to one of the talkers in two paradigms: delayed shadowing (Experiment 1) and immediate shadowing (Experiment 2). We predicted that overall children would show more imitation than adults, particularly when imitating the Canadian English talker, given previous work on children's social preferences. Although we did not observe age differences in either study, when shadowing was immediate, we found that imitation was influenced by the accent of the speaker, but not in the manner we predicted: both age groups imitated the Mandarin-accented model more strongly than the Canadian model. When shadowing was delayed, we observed no evidence of imitation. We discuss our findings in light of other recent work, and conclude that the development of speech imitation is an area ripe for further investigation.

Perceptual flexibility in word learning: Preschoolers learn words with speech sound variability

Children's language input is rife with acoustic variability. Much of this variability may facilitate learning by highlighting unvarying, criterial speech attributes. But in many cases, learners experience variation in those criterial attributes themselves, as when hearing speakers with different accents. How flexible are children in the face of this variability? The current study taught 3-5-year-olds new words containing speech-sound variability: a single picture might be labeled both deev and teev. After learning, children's knowledge was tested by presenting two pictures and asking them to point to one. Picture-pointing accuracy and eye movements were tracked. While children pointed less accurately and looked less rapidly to dual-label than single-label words, they robustly exceeded chance. Performance was weaker when children learned two distinct labels, such as vayfe and fosh, for a single object. Findings suggest moderate learning even with speech-sound variability. One implication is that neural representations of speech contain rich gradient information.

Remote Testing of the Familiar Word Effect With Non-dialectal and Dialectal German-Learning 1-2-Year-Olds

Variability is pervasive in spoken language, in particular if one is exposed to two varieties of the same language (e.g., the standard variety and a dialect). Unlike in bilingual settings, standard and dialectal forms are often phonologically related, increasing the variability in word forms (e.g., German Fuß "foot" is produced as [fus] in Standard German and as [fs] in the Alemannic dialect). We investigate whether dialectal variability in children's input affects their ability to recognize words in Standard German, testing non-dialectal vs. dialectal children. Non-dialectal children, who typically grow up in urban areas, mostly hear Standard German forms, and hence encounter little segmental variability in their input. Dialectal children in turn, who typically grow up in rural areas, hear both Standard German and dialectal forms, and are hence exposed to a large amount of variability in their input. We employ the familiar word paradigm for German children aged 12-18 months. Since dialectal children from rural areas are hard to recruit for laboratory studies, we programmed an App that allows all parents to test their children at home. Looking times to familiar vs. non-familiar words were analyzed using a semi-automatic procedure based on neural networks. Our results replicate the familiarity preference for non-dialectal German 12-18-month-old children (longer looking times to familiar words than vs. non-familiar words). Non-dialectal children in the same age range, on the other hand, showed a novelty preference. One explanation for the novelty preference in dialectal children may be more mature linguistic processing, caused by more variability of word forms in the input. This linguistic maturation hypothesis is addressed in Experiment 2, in which we tested older children (18-24-month-olds). These children, who are not exposed to dialectal forms, also showed a novelty preference. Taken together, our findings show that both dialectal and non-dialectal German children recognized the familiar Standard German word forms, but their looking pattern differed as a function of the variability in the input. Frequent exposure to both dialectal and Standard German word forms may hence have affected the nature of (prelexical and/or) lexical representations, leading to more mature processing capacities.

Impacts of acoustic-phonetic variability on perceptual development for spoken language: A review

This article reviews research on when acoustic-phonetic variability facilitates, inhibits, or does not impact perceptual development for spoken language, to illuminate mechanisms by which variability aids learning of language sound patterns. We first summarize structures and sources of variability. We next present proposed mechanisms to account for how and why variability impacts learning. Finally, we review effects of variability in the domains of speech-sound category and pattern learning; word-form recognition and word learning; and accent processing. Variability can be helpful, harmful, or neutral depending on the learner's age and learning objective. Irrelevant variability can facilitate children's learning, particularly for early learning of words and phonotactic rules. For speech-sound change detection and word-form recognition, children seem either unaffected or impaired by irrelevant variability. At the same time, inclusion of variability in training can aid generalization. Variability between accents may slow learning-but with the longer-term benefits of improved comprehension of multiple accents. By highlighting accent as a form of acoustic-phonetic variability and considering impacts of dialect prestige on children's learning, we hope to contribute to a better understanding of how exposure to multiple accents impacts language development and may have implications for literacy development. This article is categorized under: Linguistics > Language Acquisition Psychology > Language Psychology > Perception and Psychophysics.

Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families

Multi-accent environments offer rich but inconsistent language input, as words are produced differently across accents. The current study examined, in two experiments, whether multi-accent variability affects infants' ability to learn words and whether toddlers' prior experience with accents modulates learning. In Experiment 1, two-and-a-half-year-old Norwegian toddlers were exposed, in their kindergarten, twice per day for one week, to a child-friendly audiovisual tablet-based e-book containing four novel pseudowords. Half of the toddlers heard the story in three Norwegian accents, whereas the other half heard it in one Norwegian accent. The results revealed no differences between conditions, suggesting that multi-accent variability did not hinder toddlers' word learning. In experiment 2, two-and-a-half-year-old Norwegian toddlers were exposed, in their homes, for one week, to the e-book featuring three Norwegian accents. The results revealed overall better learning in toddlers raised in bi-dialectal households, as compared to mono-dialectal peers - suggesting that accent exposure benefits learning in multi-accent environments.

People with larger social networks show poorer voice recognition

The way we process language is influenced by our experience. We are more likely to attend to features that proved to be useful in the past. Importantly, the size of individuals’ social network can influence their experience, and consequently, how they process language. In the case of voice recognition, having a larger social network might provide more variable input and thus enhance the ability to recognise new voices. On the other hand, learning to recognise voices is more demanding and less beneficial for people with a larger social network as they have more speakers to learn yet spend less time with each. This paper tests whether social network size influences voice recognition, and if so, in which direction. Native Dutch speakers listed their social network and performed a voice recognition task. Results showed that people with larger social networks were poorer at learning to recognise voices. Experiment 2 replicated the results with a British sample and English stimuli. Experiment 3 showed that the effect does not generalise to voice recognition in an unfamiliar language suggesting that social network size influences attention to the linguistic rather than non-linguistic markers that differentiate speakers. The studies thus show that our social network size influences our inclination to learn speaker-specific patterns in our environment, and consequently, the development of skills that rely on such learned patterns, such as voice recognition.

Targeted adaptation in infants following live exposure to an accented talker

Infants struggle to understand familiar words spoken in unfamiliar accents. Here, we examine whether accent exposure facilitates accent-specific adaptation. Two types of pre-exposure were examined: video-based (i.e., listening to pre-recorded stories; Experiment 1) and live interaction (reading books with an experimenter; Experiments 2 and 3). After video-based exposure, Canadian English-learning 15- to 18-month-olds failed to recognize familiar words spoken in an unfamiliar accent. However, after face-to-face interaction with a Mandarin-accented talker, infants showed enhanced recognition for words produced in Mandarin English compared to Australian English. Infants with live exposure to an Australian talker were not similarly facilitated, perhaps due to the lower vocabulary scores of the infants assigned to the Australian exposure condition. Thus, live exposure can facilitate accent adaptation, but this ability is fragile in young infants and is likely influenced by vocabulary size and the specific mapping between the speaker and the listener's phonological system.

Developmental sociolinguistics: Children's acquisition of language variation

Developmental sociolinguistics is a rapidly evolving interdisciplinary framework that builds upon theoretical and methodological contributions from multiple disciplines (i.e., sociolinguistics, language acquisition, the speech sciences, developmental psychology, and psycholinguistics). A core assumption of this framework is that language is by its very nature variable, and that much of this variability is informative, as it is (probabilistically) governed by a variety of factors-including linguistic context, social or cultural context, the relationship between speaker and addressee, a language user's geographic origin, and a language user's gender identity. It is becoming increasingly clear that consideration of these factors is absolutely essential to developing realistic and ecologically valid models of language development. Given the central importance of language in our social world, a more complete understanding of early social development will also require a deeper understanding of when and how language variation influences children's social inferences and behavior. As the cross-pollination between formerly disparate fields continues, we anticipate a paradigm shift in the way many language researchers conceptualize the challenge of early acquisition. This article is categorized under: Linguistics > Linguistic Theory Linguistics > Language Acquisition Neuroscience > Development Psychology > Language.

The Case for Measuring and Reporting Bilingualism in Developmental Research

Many children around the world grow up bilingual, learning and using two or more languages in everyday life. Currently, however, children's language backgrounds are not always reported in developmental studies. There is mounting evidence that bilingualism interacts with a wide array of processes including language, cognitive, perceptual, brain, and social development, as well as educational outcomes. As such, bilingualism may be a hidden moderator that obscures developmental patterns, and limits the replicability of developmental research and the efficacy of psychological and educational interventions. Here, we argue that bilingualism and language experience in general should be routinely documented in all studies of infant and child development regardless of the research questions pursued, and provide suggestions for measuring and reporting children's language exposure, proficiency, and use.

Processing of unfamiliar accents in monolingual and bilingual children: effects of type and amount of accent experience

Substantial individual differences exist in regard to type and amount of experience with variable speech resulting from foreign or regional accents. Whereas prior experience helps with processing familiar accents, research on how experience with accented speech affects processing of unfamiliar accents is inconclusive, ranging from perceptual benefits to processing disadvantages. We examined how experience with accented speech modulates mono- and bilingual children's (mean age: 9;10) ease of speech comprehension for two unfamiliar accents in German, one foreign and one regional. More experience with regional accents helped children repeat sentences correctly in the regional condition and in the standard condition. More experience with foreign accents did not help in either accent condition. The results suggest that type and amount of accent experience co-determine processing ease of accented speech.

Effect of early dialectal exposure on adult perception of phonemic vowel length

Attunement to native phonological categories and the specification of relevant phonological features in the lexicon occur early in development for monolingual and monodialectal speakers. However, few studies have investigated whether and how early exposure to two dialects of a language might influence the development of phonological categories, especially when a phonemic contrast exists only in one dialect. This study compared perceptual sensitivity to mispronunciations in phonemic vowel length in Australian English adult listeners with and without early exposure to another English dialect that did not have this contrast. The results showed that, while both mono- and bi-dialectal groups were sensitive to mispronunciations in vowel length, the bi-dialectal adults were more likely to accept a mispronunciation in vowel length compared to mono-dialectal adults. The bi-dialectal group accepted mispronunciations in vowel length more than in vowel height and backness. These results suggest that the bi-dialectal Australian English adults may employ a more flexible vowel length category for spoken word processing compared to mono-dialectal adults. The findings reveal a complex influence of early exposure to another dialect on the development of phonological categories.

Input matters: Multi-accent language exposure affects word form recognition in infancy

Early language input is far from uniform, even among children learning the same language. For instance, while some children are exposed to a single accent in their linguistic environment, others have routine exposure to multiple accents. Nonetheless, few studies have taken this into account when examining word recognition, and none has examined this issue in infants prior to the emergence of phonological constancy (∼18 months). This study demonstrates that daily exposure to multiple accents strongly impacts infants' performance in a laboratory word form recognition task. Accent variability in the input thus needs to be carefully considered when studying speech development.

Effects of contextual support on preschoolers' accented speech comprehension

Young children often hear speech in unfamiliar accents, but relatively little research characterizes their comprehension capacity. The current study tested preschoolers' comprehension of familiar-accented versus unfamiliar-accented speech with varying levels of contextual support from sentence frames (full sentences vs. isolated words) and from visual context (four salient pictured alternatives vs. the absence of salient visual referents). The familiar accent advantage was more robust when visual context was absent, suggesting that previous findings of good accent comprehension in infants and young children may result from ceiling effects in easier tasks (e.g., picture fixation, picture selection) relative to the more difficult tasks often used with older children and adults. In contrast to prior work on mispronunciations, where most errors were novel object responses, children in the current study did not select novel object referents above chance levels. This suggests that some property of accented speech may dissuade children from inferring that an unrecognized familiar-but-accented word has a novel referent. Finally, children showed detectable accent processing difficulty despite presumed incidental community exposure. Results suggest that preschoolers' accented speech comprehension is still developing, consistent with theories of protracted development of speech processing.

Sotaque e telejornalismo: representações de comunicadores de mídia nordestinos

RESUMO: Objetivo: descrever o conteúdo das representações sociais do comunicador de mídia nordestino acerca do seu sotaque. Métodos: a coleta de dados foi realizada em duas etapas. Na primeira, foi empregada a técnica de associação livre, na qual 50 universitários apresentaram o que pensavam diante da palavra "sotaque". Na segunda, por meio do Procedimento de Classificações Múltiplas (PCM), 25 comunicadores atuantes na Região Metropolitana do Recife classificaram as 15 palavras mais associadas pelos estudantes de duas maneiras, classificação livre e dirigida. Na classificação livre, os comunicadores agruparam as palavras segundo critérios por eles estabelecidos, enquanto que na classificação dirigida, as palavras foram classificadas de acordo com o grau de associação com o termo MEU SOTAQUE. A análise foi realizada utilizando-se métodos estatísticos multidimensionais, que permitiram construir a estruturação do campo das Representações Sociais. Resultados: três regiões delimitadas expressam a representação dos sujeitos sobre sotaque: Conceito, Identidade e Espaço. Na primeira, há seis categorias (engraçado, diferente, arrastado, matuto, preconceito, oxente), na segunda, as palavras são identidade, característica, língua, fala e cultura, próximas ao termo meu sotaque e, na terceira, região, regionalismo, nordeste e localidade. Identidade foi o termo mais relacionado ao termo MEU SOTAQUE, enquanto que os itens menos relacionados são os presentes na região conceito, exceto pelo termo oxente. Conclusão: o sotaque nordestino é tido como uma marca da identidade e cultura da região Nordeste. Os comunicadores suavizam características do falar nordestino durante o exercício profissional para se adequar ao padrão preconizado pelo mercado de trabalho sem perder a sua identidade.

A methodological investigation of the Intermodal Preferential Looking paradigm: Methods of analyses, picture selection and data rejection criteria

The Intermodal Preferential Looking paradigm provides a sensitive measure of a child's online word comprehension. To complement existing recommendations (Fernald, Zangl, Portillo, & Marchman, 2008), the present study evaluates the impact of experimental noise generated by two aspects of the visual stimuli on the robustness of familiar word recognition with and without mispronunciations: the presence of a central fixation point and the level of visual noise in the pictures (as measured by luminance saliency). Twenty-month-old infants were presented with a classic word recognition IPL procedure in 3 conditions: without a fixation stimulus (No Fixation - noisiest condition), with a fixation stimulus before trial onset (Fixation, intermediate), and with a fixation stimulus, a neutral background and equally salient images (Fixation Plus - least noisy). Data were systematically analyzed considering a range of data selection criteria and dependent variables (proportion of looking time towards the target, longest look, and time-course analysis). Critically, the expected pronunciation and naming interaction was only found in the Fixation Plus condition. We discuss the impact of data selection criteria and the dependent variable choice on the modulation of these effects across the different conditions.

Monodialectal and multidialectal infants' representation of familiar words

Monolingual infants are typically studied as a homogenous group and compared to bilingual infants. This study looks further into two subgroups of monolingual infants, monodialectal and multidialectal, to identify the effects of dialect-related variation on the phonological representation of words. Using an Intermodal Preferential Looking task, the detection of mispronunciations in familiar words was compared in infants aged 1;8 exposed to consistent (monodialectal) or variable (multidialectal) pronunciations of words in their daily input. Only monodialectal infants detected the mispronunciations whereas multidialectal infants looked longer at the target following naming whether the label was correctly produced or not. This suggests that variable phonological input in the form of dialect variation impacts the degree of specificity of lexical representations in early infancy.

Children's perception of foreign-accented words

The acoustic-phonetic realizations of words can vary dramatically depending on a variety of within- and across-talker characteristics such as regional dialect, native language, age, and gender. Robust word learning requires that children are able to recognize words amidst this substantial variability. In the current study, perception of foreign-accented words was assessed in four- to seven-year-old children to test how one form of variability influences word recognition in children. Results demonstrated that children had less accurate word recognition than adults for both native- and foreign-accented words. Both adults and children were less accurate at identifying foreign-accented words compared to native-accented words with children and adults showing similar decrements. For children, age and lexicon size contributed to accurate word recognition.

[Twelve-month-old infants show social preferences for native-dialect speakers]

Recent research demonstrates that social preferences for native language speakers emerge early in development, indicating that infants prefer speakers from their own society. Dialect may also be a reliable cue to group membership because it provides information about an individual's social and ethnic identity. We investigated whether infants showed social preferences toward native-dialect speakers over those with unfamiliar dialects. Infants at 9 and 12 months of age were shown videos in which two adults (a native-dialect speaker and an unfamiliar-dialect speaker) each spoke to and then offered an identical toy to the participating infants. Next, two real versions of the toys were presented to the infants in person. The 12-month-old infants preferentially reached for the toy offered by the native-dialect speaker. The 9-month-old infants also showed a preference for native-dialect speakers but this finding was not statistically significant. Our results suggest that dialects may be a reliable cue to group membership, and that infants' orientation toward members of their native community may guide their social and cultural learning.

Magnitude of phonetic distinction predicts success at early word learning in native and non-native accents

Although infants perceptually attune to native vowels and consonants well before 12 months, at 13-15 months, they have difficulty learning to associate novel words that differ by their initial consonant (e.g., BIN and DIN) to their visual referents. However, this difficulty may not apply to all minimal pair novel words. While Canadian English (CE) 15-month-olds failed to respond to a switch from the newly learned word DEET to the novel non-word DOOT, they did notice a switch from DEET to DIT (Curtin et al., 2009). Those authors argued that early word learners capitalize on large phonetic differences, seen in CE DEET-DIT, but not on smaller phonetic differences, as in CE DEET-DOOT. To assess this hypothesis, we tested Australian English (AusE) 15-month-olds, as AusE has a smaller magnitude of phonetic difference in both novel word pairs. Two groups of infants were trained on the novel word DEET and tested on the vowel switches in DIT and DOOT, produced by an AusE female speaker or the same CE female speaker as in Curtin et al. (2009). If the size of the phonetic distinction plays a more central role than native accent experience in early word learning, AusE children should more easily recognize both of the unfamiliar but larger CE vowel switches than the more familiar but smaller AusE ones. The results support our phonetic-magnitude hypothesis: AusE children taught and tested with the CE-accented novel words looked longer to both of the switch test trials (DIT, DOOT) than same test trials (DEET), while those who heard the AusE-accented tokens did not notice either switch. Implications of our findings for models of early word learning are discussed.

Linguistic processing of accented speech across the lifespan

In most of the world, people have regular exposure to multiple accents. Therefore, learning to quickly process accented speech is a prerequisite to successful communication. In this paper, we examine work on the perception of accented speech across the lifespan, from early infancy to late adulthood. Unfamiliar accents initially impair linguistic processing by infants, children, younger adults, and older adults, but listeners of all ages come to adapt to accented speech. Emergent research also goes beyond these perceptual abilities, by assessing links with production and the relative contributions of linguistic knowledge and general cognitive skills. We conclude by underlining points of convergence across ages, and the gaps left to face in future work.