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Angelica Buerkin-Pontrelli; Daniel Swingley – Developmental Science, 2025
When infants hear sentences containing unfamiliar words, are some language-world links (such as noun-object) more readily formed than others (verb-predicate)? We examined English learning 14-15-month-olds' capacity for linking referents in scenes with bisyllabic nonce utterances. Each of the two syllables referred either to the object's identity,…
Descriptors: Infants, Phrase Structure, Verbs, Language Acquisition
Christina Novelli; Scott P. Ardoin; Derek B. Rodgers – Reading and Writing: An Interdisciplinary Journal, 2024
Substantial evidence exists suggesting that access to articulatory gestures during instruction improves students' phonological awareness skills, but researchers have yet to explore the role of articulatory gestures in initial phonics instruction. The purpose of this study was to examine if visual access to articulatory gestures (i.e., mouth cues)…
Descriptors: Nonverbal Communication, Phonics, Cues, Phoneme Grapheme Correspondence
Engelen, Jan A. A. – Cognitive Science, 2022
The in-out effect refers to the tendency that novel words whose consonants follow an inward-wandering pattern (e.g., P-T-K) are rated more positively than stimuli whose consonants follow an outward-wandering pattern (e.g., K-T-P). While this effect appears to be reliable, it is not yet clear to what extent it generalizes to existing words in a…
Descriptors: Vocabulary Development, Phonemes, Articulation (Speech), English
Ulicheva, Anastasia; Roon, Kevin D.; Cherkasova, Zoya; Mousikou, Petroula – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
Most psycholinguistic models of reading aloud and of speech production do not include linguistic representations more fine-grained than the phoneme, despite the fact that the available empirical evidence suggests that feature-level representations are activated during reading aloud and speech production. In a series of masked-priming experiments…
Descriptors: Phonology, Oral Reading, Contrastive Linguistics, Priming
Lozano-Argüelles, Cristina; Fernández Arroyo, Laura; Rodríguez, Nicole; Durand López, Ezequiel M.; Garrido Pozú, Juan J.; Markovits, Jennifer; Varela, Jessica P.; de Rocafiguera, Núria; Casillas, Joseph V. – Studies in Second Language Acquisition, 2021
Previous studies attest that early bilinguals can modify their perceptual identification according to the fine-grained phonetic detail of the language they believe they are hearing. Following Gonzales et al. (2019), we replicate the double phonemic boundary effect in late learners (LBs) using conceptual-based cueing. We administered a forced…
Descriptors: Adults, Second Language Learning, Spanish, Cues
Shader, Maureen J.; Kwon, Bomjun J.; Gordon-Salant, Sandra; Goupell, Matthew J. – Journal of Speech, Language, and Hearing Research, 2022
Purpose: The goal of this study was to investigate the effect of age on phoneme recognition performance in which the stimuli varied in the amount of temporal information available in the signal. Chronological age is increasingly recognized as a factor that can limit the amount of benefit an individual can receive from a cochlear implant (CI).…
Descriptors: Phonemes, Recognition (Psychology), Time, Cues
Jinglei Ren; Min Wang – Reading and Writing: An Interdisciplinary Journal, 2024
Derivational suffixes are known to play a crucial role in assigning stress to multi-syllabic words among native English speakers. However, it is unclear whether second language (L2) learners of English can effectively use derivational suffixes as stress cues in written words. To address this gap, we studied if native Chinese-speaking adults…
Descriptors: Morphemes, Second Language Learning, Second Language Instruction, English (Second Language)
Danielle Daidone; Ryan Lidster; Franziska Kruger – Studies in Second Language Acquisition, 2023
Our study proposes the use of a free classification task for investigating the dimensions used by listeners in their perception of nonnative sounds and for predicting the perceptual discriminability of nonnative contrasts. In a free classification task, participants freely group auditory stimuli based on their perceived similarity. The results can…
Descriptors: Classification, Pronunciation, Second Language Learning, Task Analysis
Eman Altoeriqi; Mohammad Aljutaily – SAGE Open, 2023
Covert contrast is the statistically reliable distinction between target language phonemes produced in the process of language acquisition that is nevertheless not perceived by a native speaker of that language. This paper examines the acquisition of contrasts in four Najdi Arabic fricatives, /s/, /[voiceless palato-alveolar fricative]/,…
Descriptors: Arabic, Language Acquisition, Preschool Children, Acoustics
Miroo Lee – ProQuest LLC, 2024
Listeners selectively tune in to the most relevant cues for contrasting sounds, and this process impacts their perceptual sensitivity to these cues (Nosofsky, 1986; Pisoni, 1991). For bilingual listeners, recent work suggests a shared L1/L2 phonology system with the phonetic properties of each sound established in a language-specific way…
Descriptors: Second Language Learning, Second Language Instruction, Phonology, Bilingualism
Yaqian Tan; Xiangping Liu; Zewei Ma – Journal of Developmental and Physical Disabilities, 2021
Spelling difficulties is referred to as dictation difficulties in China. The visual-auditory binding deficit hypothesis suggested that Chinese dictation difficulties can be correlated with deficits in binding visual and auditory information. However, how Chinese characters are mentally represented in children with dictation difficulties remained…
Descriptors: Foreign Countries, Ideography, Chinese, Graphemes
Elina Banzina – Language Teaching Research, 2024
Persuasiveness in oral communication in English can be expressed with various vocal phonetic cues that may not be readily accessible to English second language (L2) learners whose native language may employ a different set of cues. With a goal to increase L2 learners' perceived spoken confidence and persuasiveness, and obtain empirical evidence…
Descriptors: Language Variation, English (Second Language), Second Language Instruction, Second Language Learning
Liu, Xiaoluan – Journal of Psycholinguistic Research, 2022
How could individual differences in processing non-speech acoustic signals influence their cue weighting strategies for L2 speech contrasts? The present study investigated this question by testing forty L1 Chinese-L2 English listeners with two tasks: one for testing the listeners' sensitivity to pitch and temporal information of non-speech…
Descriptors: Individual Differences, Language Processing, Native Language, Chinese
Kalashnikova, Marina; Onsuwan, Chutamanee; Burnham, Denis – Language Learning and Development, 2022
Non-tone language infants' native language recognition is based first on supra-segmental then segmental cues, but this trajectory is unknown for tone-language infants. This study investigated non-tone (English) and tone (Thai) language 6- to 10-month-old infants' preference for English vs. Thai one-syllable words (containing segmental and tone…
Descriptors: Intonation, Phonology, Tone Languages, Language Acquisition
Bruggeman, Laurence; Millasseau, Julien; Yuen, Ivan; Demuth, Katherine – Journal of Speech, Language, and Hearing Research, 2021
Purpose: Children with hearing loss (HL), including those with hearing aids (HAs) and cochlear implants (CIs), often have difficulties contrasting words like "beach" versus "peach" and "dog" versus "dock" due to challenges producing systematic voicing contrasts. Even when acoustic contrasts are present,…
Descriptors: Hearing Impairments, Assistive Technology, Auditory Perception, Acoustics
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