@misc{BollAvetisyanNixonLentzetal.2018,
  author    = {Boll-Avetisyan, Natalie and Nixon, Jessie S. and Lentz, Tomas O. and Liu, Liquan and van Ommen, Sandrien and Coeltekin, Cagri and van Rij, Jacolien},
  title     = {Neural response development during distributional learning},
  series = {19 th annual conference of the international speech communicaton association (INTERSPEECH 2018), VOLS 1-6: Speech research for emerging marjets in multilingual societies},
  journal   = {19 th annual conference of the international speech communicaton association (INTERSPEECH 2018), VOLS 1-6: Speech research for emerging marjets in multilingual societies},
  publisher = {ISCA-International Speech Communication Association},
  address   = {Baixas},
  isbn      = {978-1-5108-7221-9},
  issn      = {2308-457X},
  doi       = {10.21437/Interspeech.2018-2072},
  pages     = {1432 -- 1436},
  year      = {2018},
  abstract  = {We investigated online electrophysiological components of distributional learning, specifically of tones by listeners of a non tonal language. German listeners were presented with a bimodal distribution of syllables with lexical tones from a synthesized continuum based on Cantonese level tones. Tones were presented in sets of four standards (within-category tokens) followed by a deviant (across-category token). Mismatch negativity (MMN) was measured. Earlier behavioral data showed that exposure to this bimodal distribution improved both categorical perception and perceptual acuity for level tones [I]. In the present study we present analyses of the electrophysiological response recorded during this exposure, i.e., the development of the MMN response during distributional learning. This development over time is analyzed using Generalized Additive Mixed Models and results showed that the MMN amplitude increased for both within and across-category tokens, reflecting higher perceptual acuity accompanying category formation. This is evidence that learners zooming in on phonological categories undergo neural changes associated with more accurate phonetic perception.},
  language  = {en}
}
@article{LiuGoetzLoretteetal.2022,
  author    = {Liu, Liquan and G{\"o}tz, Antonia and Lorette, Pernelle and Tyler, Michael D.},
  title     = {How tone, intonation and emotion shape the development of infants' fundamental frequency perception},
  series = {Frontiers in psychology},
  volume    = {13},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2022.906848},
  pages     = {14},
  year      = {2022},
  abstract  = {Fundamental frequency (integral(0)), perceived as pitch, is the first and arguably most salient auditory component humans are exposed to since the beginning of life. It carries multiple linguistic (e.g., word meaning) and paralinguistic (e.g., speakers' emotion) functions in speech and communication. The mappings between these functions and integral(0) features vary within a language and differ cross-linguistically. For instance, a rising pitch can be perceived as a question in English but a lexical tone in Mandarin. Such variations mean that infants must learn the specific mappings based on their respective linguistic and social environments. To date, canonical theoretical frameworks and most empirical studies do not view or consider the multi-functionality of integral(0), but typically focus on individual functions. More importantly, despite the eventual mastery of integral(0) in communication, it is unclear how infants learn to decompose and recognize these overlapping functions carried by integral(0). In this paper, we review the symbioses and synergies of the lexical, intonational, and emotional functions that can be carried by integral(0) and are being acquired throughout infancy. On the basis of our review, we put forward the Learnability Hypothesis that infants decompose and acquire multiple integral(0) functions through native/environmental experiences. Under this hypothesis, we propose representative cases such as the synergy scenario, where infants use visual cues to disambiguate and decompose the different integral(0) functions. Further, viable ways to test the scenarios derived from this hypothesis are suggested across auditory and visual modalities. Discovering how infants learn to master the diverse functions carried by integral(0) can increase our understanding of linguistic systems, auditory processing and communication functions.},
  language  = {en}
}