TY - THES A1 - Tamasi, Katalin T1 - Measuring children’s sensitivity to phonological detail using eye tracking and pupillometry T1 - Untersuchung der Sensitivität von Kleinkindern für phonologische Details mit Hilfe von Eye-Tracking und Pupillometrie N2 - Infants' lexical processing is modulated by featural manipulations made to words, suggesting that early lexical representations are sufficiently specified to establish a match with the corresponding label. However, the precise degree of detail in early words requires further investigation due to equivocal findings. We studied this question by assessing children’s sensitivity to the degree of featural manipulation (Chapters 2 and 3), and sensitivity to the featural makeup of homorganic and heterorganic consonant clusters (Chapter 4). Gradient sensitivity on the one hand and sensitivity to homorganicity on the other hand would suggest that lexical processing makes use of sub-phonemic information, which in turn would indicate that early words contain sub-phonemic detail. The studies presented in this thesis assess children’s sensitivity to sub-phonemic detail using minimally demanding online paradigms suitable for infants: single-picture pupillometry and intermodal preferential looking. Such paradigms have the potential to uncover lexical knowledge that may be masked otherwise due to cognitive limitations. The study reported in Chapter 2 obtained a differential response in pupil dilation to the degree of featural manipulation, a result consistent with gradient sensitivity. The study reported in Chapter 3 obtained a differential response in proportion of looking time and pupil dilation to the degree of featural manipulation, a result again consistent with gradient sensitivity. The study reported in Chapter 4 obtained a differential response to the manipulation of homorganic and heterorganic consonant clusters, a result consistent with sensitivity to homorganicity. These results suggest that infants' lexical representations are not only specific, but also detailed to the extent that they contain sub-phonemic information. N2 - Die lexikalische Verarbeitung bei Kleinkindern kann durch die Manipulation von phonologischen Merkmalen moduliert werden. Dies deutet darauf hin, dass frühe lexikalische Repräsentationen hinreichend spezifiziert sind, um einen Abgleich mit einem gehörten Wort herzustellen. Aufgrund von nicht einheitlichen Befunden ist jedoch weitere Forschung notwendig, um zu bestimmen, wie detailliert erste Wörter repräsentiert werden. Dieser Frage wurde nachgegangen, indem die Sensitivität der Kinder gegenüber dem Grad der Merkmalmanipulation (Kapitel 2 und 3) und gegenüber homorganischen und heterorganischen Konsonantenclustern (Kapitel 4) untersucht wurde. Eine gradiente Sensitivität gegenüber der Manipulation phonologischer Merkmale und eine Sensitivität gegenüber der Homorganizität deuten darauf hin, dass Gradientenempfindlichkeit auf der einen Seite und die Empfindlichkeit gegenüber der für die lexikalische Verarbeitung subphonemische Informationen relevant sind, was wiederum darauf schließen lässt, dass lexikalische Repräsentationen subphonemische Details enthalten. Die Studien, die in dieser Arbeit vorgestellt werden, untersuchen die Sensitivität von 30 Monate alten Kindern für subphonemische Details mit Online-Paradigmen, die für Kleinkinder geeignet sind: Einzelbild-Pupillometrie und "intermodal preferential looking". Diese Paradigmen haben das Potenzial, lexikalisches Wissen aufzudecken, das sonst aufgrund kognitiver Beanspruchungen verdeckt bleibt. Die in Kapitel 2 berichtete Studie zeigt eine differenzielle Reaktion in der Pupillendilatation in Verbindung mit dem Grad der Merkmalsmanipulation, ein Ergebnis, das die Sensitivität gegenüber der Gradienz der phonologischen Distanz nahelegt. Die Studie in Kapitel 3 zeigt eine differenzielle Reaktion sowohl in der Pupillendilatation auch in den Blickzeiten in Abhängigkeit vom Grad der phonologischen Merkmalmanipulation, ein Ergebnis das das der Studie 2 unterstützt. Die in Kapitel 4 berichtete Studie zeigt Unterschiede in der Pupillendilation nur in Reaktion auf eine phonologische Manipulation der homorganischen nicht aber der heterorganischen Konsonantencluster. Dieses Ergebnis stützt die Annahme, einer frühen Sensitivität gegenüber Homorganizität. Diese Ergebnisse deuten darauf hin, dass die lexikalischen Repräsentationen von Kleinkindern nicht nur spezifisch, sondern auch detailliert sind, da sie subphonemische Informationen enthalten. KW - phonological development KW - consonant clusters KW - mispronunciation detection KW - pupillometry KW - eye tracking KW - phonologische Entwicklung KW - Konsonantencluster KW - mispronunciation detection KW - Pupillometrie KW - Eye-Tracking Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-395954 ER - TY - GEN A1 - Höhle, Barbara A1 - Fritzsche, Tom A1 - Meß, Katharina A1 - Philipp, Mareike A1 - Gafos, Adamantios I. T1 - Only the right noise? BT - Effects of phonetic and visual input variability on 14-month-olds' minimal pair word learning T2 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Seminal work by Werker and colleagues (Stager & Werker [1997]Nature, 388, 381-382) has found that 14-month-old infants do not show evidence for learning minimal pairs in the habituation-switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009]Developmental Science, 12, 339-349). The current study further extends these results and assesses how different kinds of input variability affect 14-month-olds' minimal pair learning in the habituation-switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non-acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English-learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech-specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 868 KW - acoustic variability KW - habituation-switch paradigm KW - infant word learning KW - minimal pairs KW - phonological development KW - visual variability Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-516674 SN - 1866-8364 IS - 5 ER - TY - JOUR A1 - Höhle, Barbara A1 - Fritzsche, Tom A1 - Meß, Katharina A1 - Philipp, Mareike A1 - Gafos, Adamantios I. T1 - Only the right noise? BT - Effects of phonetic and visual input variability on 14-month-olds' minimal pair word learning JF - Developmental Science N2 - Seminal work by Werker and colleagues (Stager & Werker [1997]Nature, 388, 381-382) has found that 14-month-old infants do not show evidence for learning minimal pairs in the habituation-switch paradigm. However, when multiple speakers produce the minimal pair in acoustically variable ways, infants' performance improves in comparison to a single speaker condition (Rost & McMurray [2009]Developmental Science, 12, 339-349). The current study further extends these results and assesses how different kinds of input variability affect 14-month-olds' minimal pair learning in the habituation-switch paradigm testing German learning infants. The first two experiments investigated word learning when the labels were spoken by a single speaker versus when the labels were spoken by multiple speakers. In the third experiment we studied whether non-acoustic variability, implemented by visual variability of the objects presented together with the labels, would also affect minimal pair learning. We found enhanced learning in the multiple speakers compared to the single speaker condition, confirming previous findings with English-learning infants. In contrast, visual variability of the presented objects did not support learning. These findings both confirm and better delimit the beneficial role of speech-specific variability in minimal pair learning. Finally, we review different proposals on the mechanisms via which variability confers benefits to learning and outline what may be likely principles that underlie this benefit. We highlight among these the multiplicity of acoustic cues signalling phonemic contrasts and the presence of relations among these cues. It is in these relations where we trace part of the source for the apparent paradoxical benefit of variability in learning. KW - acoustic variability KW - habituation-switch paradigm KW - infant word learning KW - minimal pairs KW - phonological development KW - visual variability Y1 - 2020 U6 - https://doi.org/10.1111/desc.12950 SN - 1363-755X SN - 1467-7687 VL - 23 IS - 5 SP - 1 EP - 16 PB - Wiley-Blackwell CY - Oxford ER -