Comparing French syllabification in preliterate children and adults

The influence of development and literacy upon syllabification in French was evaluated by comparing the segmental behavior of 4- to 5-year-old proliferate children and adults using a pause insertion task. Participants were required to repeat bisyllabic words such as "fourmi" (ant) by inserting a pause between its two syllabic components (/fur/-/mi/). In the first experiment we tested segmentation over a range of 49 double intervocalic consonant clusters. A similar general segmentation behavior was observed in both age groups, with a pattern that fit the predictions from a legality principle-based model of syllabification. Experiment 2 revealed that opacity between phonological and orthographic representations lead to increased ambisyllabic responses and a reduction in segmentation consistency in adults. In total, these findings indicate that syllabic forms are consistently represented from an early age, but that segmentation in metalinguistic tasks is susceptible to contamination from spelling and etymological knowledge. © 2007 Cambridge University Press

Perception and awareness of accents in young children

This study examines children's metaphonological awareness for accent-related information in connected speech. In the first experiment, 5- to 6-year-old French-speaking children were asked to discriminate between Southern and Northern accented French in a sentence categorization task. It was found that these children were not able to reliably distinguish between these native variations of their own language, but were able to distinguish between their own accent and a strong foreign accent in Experiment 2. These findings were also replicated using a speaker discrimination task in Experiment 3, where children were asked to detect pairs of speakers sharing the same accent amongst speaker pairs with different accents. Whilst these experiments have shown that 5- to 6-year-old children do not use non-familiar regional accents as a discriminatory cue, they are able to perceive the differences between accents, as demonstrated in the AX task used in Experiment 4. The factors underlying the relative lack of awareness for a regional accent as opposed to a foreign accent in childhood are discussed, especially regarding the amount of exposure and the learnability of both types of accents

Regional and foreign accent processing in English: can listeners adapt?

Recent data suggest that the first presentation of a foreign accent triggers a delay in word identification, followed by a subsequent adaptation. This study examines under what conditions the delay resumes to baseline level. The delay will be experimentally induced by the presentation of sentences spoken to listeners in a foreign or a regional accent as part of a lexical decision task for words placed at the end of sentences. Using a blocked design of accents presentation, Experiment 1 shows that accent changes cause a temporary perturbation in reaction times, followed by a smaller but long-lasting delay. Experiment 2 shows that the initial perturbation is dependent on participants' expectations about the task. Experiment 3 confirms that the subsequent long-lasting delay in word identification does not habituate after repeated exposure to the same accent. Results suggest that comprehensibility of accented speech, as measured by reaction times, does not benefit from accent exposure, contrary to intelligibility

Bias for consonantal information over vocalic information in 30-month-olds: cross-linguistic evidence from French and English.

Using a name-based categorization task, Nazzi found in 2005 that French-learning 20-month-olds can make use of one-feature consonantal contrasts between new labels but fail to do so with one-feature vocalic contrasts. This asymmetry was interpreted as developmental evidence for the proposal that consonants play a more important role than vowels at the lexical level. In the current study using the same task, we first show that by 30 months French-learning infants can make use of one-feature vocalic contrasts (e.g., /pize/-/pyze/). Second, we show that in a situation where infants must neglect either a consonantal one-feature change or a vocalic one-feature change (e.g., match a /pide/ with either a /tide/ or a /pyde/), both French- and English-learning 30-month-olds choose to neglect the vocalic change rather than the consonantal change. We argue that these results suggest that by 30 months of age, infants still give less weight to vocalic information than to consonantal information in a lexically related task even though they are able to process fine vocalic information

English-learning one- to two-year-olds do not show a consonant bias in word learning.

Following the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña & Mehler, 2003), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to 2;0 in English. As different tasks were used in French and English, we sought to clarify this ambiguity by using an interactive word-learning study similar to that used in French, with British-English-learning toddlers aged 1;4 and 1;11. Children were taught two CVC labels differing on either a consonant or vowel and tested on their pairing of a third object named with one of the previously taught labels, or part of them. In concert with previous research on British-English toddlers, our results provided no evidence of a general consonant bias. The language-specific mechanisms explaining the differential status for consonants and vowels in lexical development 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