Allen

Anderson

Bailey

Brown

Charles-Luce

Christophe

Content

Creel

Curtin

Cutler

Di Cristo

Echols

Eilers

Eimas

Fennell

Floccia

Gimson

Hallé

Hamilton

Havy

Hayes

Höhle

Johnson

Jusczyk

Ladefoged

Lahiri

Lasky

MacNeilage

Mani

Marchman

Marslen-Wilson

Metsala

Nazzi

Norris

Rost

Saffran

Sebastián-Gallés

Stager

Streeter

Swingley

Trammel

Trehub

Treiman

Vallée

Vihman

Walley

Yoshida

Developmental Science

To investigate the interaction between segmental and supra-segmental stress-related information in early word learning, two experiments were conducted with 20- to 24-month-old English-learning children. In an adaptation of the object categorization study designed by Nazzi and Gopnik (2001), children were presented with pairs of novel objects whose labels differed by their initial consonant (Experiment 1) or their medial consonant (Experiment 2). Words were produced with a stress initial (trochaic) or a stress final (iambic) pattern. In both experiments successful word learning was established when the to-be-remembered contrast was embedded in a stressed syllable, but not when embedded in unstressed syllables. This was independent of the overall word pattern, trochaic or iambic, or the location of the phonemic contrast, word-initial or -medial. Results are discussed in light of the use of phonetic information in early lexical acquisition, highlighting the role of lexical stress and ambisyllabicity in early word processing. © 2010 Blackwell Publishing Ltd

Floccia, Caroline

Nazzi, Thierry

Austin, Keith

Arreckx, Frédérique

Goslin, Jeremy

The University of Manchester - Institutional Repository

Lexical stress and phonetic processing in word learning in20- to 24-month-old English-learning children

PEARL (Univ. of Plymouth)

Lexical stress and phonetic processing in word learning in 20-to 24-month-old English-learning children

Caroline Floccia

Thierry Nazzi

Keith Austin

Frédérique Arreckx

Jeremy Goslin

Crossref

https://pearl.plymouth.ac.uk/cgi/viewcontent.cgi?article=1253&context=psy-research

Lexical stress and phonetic processing in word learning in 20- to 24-month-old English-learning children

Lexical stress and phonetic processing in word learning in 20- to 24-month-old English-learning children

Abstract

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The University of Manchester - Institutional Repository

The University of Manchester - Institutional Repository

PEARL (Univ. of Plymouth)

Crossref