Are changes in pitch and formants enough to influence talker normalization processes in children and adults?

The effects of speaker and exemplar variability in children's cross-situational word learning

Cross-situational word learning (XSWL) - children's ability to learn words by tracking co-occurrence statistics of words and their referents over time - has been identified as a fundamental mechanism underlying lexical learning. However, it is unknown whether children can acquire new words when faced with variable input in XSWL paradigms, such as varying object exemplars and variable speakers. In the present study, we examine the separate and combined effects of exemplar and speaker variability on XSWL in typically developing English-speaking monolingual children. Results revealed that variability in speakers and exemplars did not facilitate or hinder XSWL performance. However, input that varied in both speakers and exemplars simultaneously did hinder children's word learning. Results from this work suggest that XSWL mechanisms may support categorization and generalization beyond word-object associations, but that accommodating multiple forms of variable input may incur costs. Overall, this research provides new theoretical insights into how fundamental mechanisms of word learning scale to more complex and naturalistic forms of input.

The effects of bilingualism on children's cross-situational word learning under different variability conditions

In the current study, we examined the separate and combined effects of exemplar and speaker variability on monolingual and bilingual children's cross-situational word learning performance. Results revealed that children's word learning performance did not differ when the input varied in a single dimension (i.e., exemplars or speakers) compared with a condition with no variability independent of their linguistic background. However, when performance in conditions that varied in a single dimension (i.e., exemplars or speakers) was compared with a condition that varied in multiple dimensions (i.e., exemplars and speakers), bilingual word learning advantages were observed; bilinguals were more likely to learn word-referent associations than monolinguals. Together, results suggest that children can learn and generalize word-referent associations from input that varies in exemplars and speakers and that bilingualism may bolster learning under conditions of increased input variability.

Is 10 Better than 1? The Effect of Speaker Variability on Children's Cross-situational Word Learning

The current study examined the effect of speaker variability on children's cross-situational word learning (XSWL). The study also examined the role of bilingual experience and sustained attention. Forty English monolingual children and 40 Spanish-English bilingual children ages 4-7 completed a XSWL task in a Single Speaker Condition and a Multiple Speaker Condition. Results indicated that speaker variability neither facilitated nor hindered XSWL. While monolingual children outperformed bilingual children, speaker-variability effects did not fluctuate across the two language groups. Notably, exposure to multiple speakers facilitated XSWL in children with poorer sustained attention skills, suggesting that variability in the input may be especially useful to children with poorer cognitive processing abilities.

Voice discrimination in cochlear-implanted deaf subjects

The human voice is important for social communication because voices carry speech and other information such as a person's physical characteristics and affective state. Further restricted temporal cortical regions are specifically involved in voice processing. In cochlear-implanted deaf patients, the processor alters the spectral cues which are crucial for the perception of the paralinguistic information of human voices. The aim of this study was to assess the abilities of voice discrimination in cochlear-implant (CI) users and in normal-hearing subjects (NHS) using a CI simulation (vocoder). In NHS the performance in voice discrimination decreased when reducing the spectral information by decreasing the number of channels of the vocoder. In CI patients with different delays after implantation we observed a strong impairment in voice discrimination at time of activation of the neuroprosthesis. No significant improvement can be detected in patients after two years of experience of the implant while they have reached a higher level of recovery of speech perception, suggesting a dissociation in the dynamic of functional recuperation of speech and voice processing. In addition to the lack of spectral cues due to the implant processor, we hypothesized that the origin of such deficit could derive from a crossmodal reorganization of the temporal voice areas in CI patients.