TY  - JOUR
A1  - Höhle, Barbara
A1  - Fritzsche, Tom
A1  - Boll-Avetisyan, Natalie
A1  - Hullebus, Marc
A1  - Gafos, Adamantios I.
T1  - Respect the surroundings
BT  - effects of phonetic context variability on infants' learning of minimal pairs
JF  - JASA Express Letters
N2  - Fourteen-month-olds' ability to distinguish a just learned word, /bu?k/, from its minimally different word, /du?k/, was assessed under two pre-exposure conditions: one where /b, d/-initial forms occurred in a varying vowel context and another where the vowel was fixed but the final consonant varied. Infants in the experiments benefited from the variable vowel but not from the variable final consonant context, suggesting that vowel variability but not all kinds of variability are beneficial. These results are discussed in the context of time-honored observations on the vowel-dependent nature of place of articulation cues for consonants.
Y1  - 2021
U6  - https://doi.org/10.1121/10.0003574
SN  - 2691-1191
VL  - 1
IS  - 2
PB  - AIP Publ.
CY  - Melville
ER  - 
TY  - JOUR
A1  - Horn, Peter
A1  - Fritzsche, Tom
A1  - Ehlert, Antje
A1  - Adani, Flavia
T1  - Tapping into the interplay of lexical and number knowledge using fast mapping
BT  - a longitudinal eye-tracking study with two-year-olds
JF  - Infant behavior & development : an international and interdisciplinary journal
N2  - Language skills and mathematical competencies are argued to influence each other during development. While a relation between the development of vocabulary size and mathematical skills is already documented in the literature, this study further examines how children's ability to map a novel word to an unknown object as well as their ability to retain this word from memory may be related to their knowledge of number words. Twenty-five children were tested longitudinally (at 30 and at 36 months of age) using an eye-tracking-based fast mapping task, the Give-a Number task, and standardized measures of vocabulary. The results reveal that children's ability to create and retain a mental representation of a novel word was related to number knowledge at 30 months, but not at 36 months while vocabulary size correlated with number knowledge only at 36 months. These results show that even specific mapping processes are initially related to the acquisition of number words and they speak for a parallelism between the development of lexical and number-concept knowledge despite their semantic and syntactic differences.
KW  - Number
KW  - Number knowledge
KW  - Cognitive development
KW  - Fast mapping
KW  - Word
KW  - learning
KW  - Cross-domain development
Y1  - 2021
U6  - https://doi.org/10.1016/j.infbeh.2021.101573
SN  - 0163-6383
SN  - 1879-0453
VL  - 64
PB  - Elsevier
CY  - Amsterdam
ER  -