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dc.contributor.authorFloccia, Caroline
dc.contributor.authorRatnage, P
dc.contributor.authorNazzi, T
dc.date.accessioned2023-05-04T13:24:18Z
dc.date.available2023-05-04T13:24:18Z
dc.date.issued2023-06-13
dc.identifier.issn0305-0009
dc.identifier.issn1469-7602
dc.identifier.otherPII S0305000923000223
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/20793
dc.description.abstract

While adult studies show that consonants are more important than vowels in lexical processing tasks, the developmental trajectory of this consonant bias varies cross-linguistically. This study tested whether British English-learning 11-month-old infants’ recognition of familiar word forms is more reliant on consonants than vowels, as found by Poltrock and Nazzi (2015) in French. After establishing that infants prefer listening to a list of familiar words over pseudowords (Experiment 1), Experiment 2 examined preference for consonant versus vowel mispronunciations of these words. Infants listened to both alterations equally. In Experiment 3, using a simplified version of the task with one familiar word only (‘mummy’), infants’ preference for its correct pronunciation over a consonant or a vowel change confirmed an equal sensitivity to both alterations. British English-learning infants’ word form recognition appears to be equally impacted by consonant and vowel information, providing further evidence that initial lexical processes vary cross-linguistically.

dc.format.extent1-24
dc.format.mediumPrint-Electronic
dc.languageen
dc.publisherCambridge University Press
dc.subjectConsonants and vowels
dc.subjectWord recognition
dc.subjectInfants
dc.titleVowels and Consonants Matter Equally to British English-Learning 11-Month-Olds’ Familiar Word Form Recognition
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:001007735400001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.publication-statusPublished online
plymouth.journalJournal of Child Language
dc.identifier.doi10.1017/S0305000923000223
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|Research Groups
plymouth.organisational-group|Plymouth|Research Groups|Centre for Brain, Cognition and Behaviour (CBCB)
plymouth.organisational-group|Plymouth|Research Groups|Centre for Brain, Cognition and Behaviour (CBCB)|Cognition
plymouth.organisational-group|Plymouth|Faculty of Health
plymouth.organisational-group|Plymouth|Faculty of Health|School of Psychology
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA04 Psychology, Psychiatry and Neuroscience
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA04 Psychology, Psychiatry and Neuroscience|UoA04 REF peer reviewers
plymouth.organisational-group|Plymouth|Research Groups|Plymouth Institute of Health and Care Research (PIHR)
dc.publisher.placeEngland
dcterms.dateAccepted2023-02-03
dc.date.updated2023-05-04T13:24:18Z
dc.rights.embargodate2023-7-20
dc.identifier.eissn1469-7602
dc.rights.embargoperiodforever
rioxxterms.versionofrecord10.1017/S0305000923000223


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