The Plymouth Student Scientist
Document Type
Project Article
Abstract
The present study was designed to investigate the role of consonants within word-initial consonantal contrasts, articulatory phonetics (involving place of articulation and voicing features) and prosody in young infants’ lexical acquisition. The participants were twenty-four 25-month-old infants, who were recruited from the Babylab database at The University of Plymouth. All children participated in a modified name-categorisation task and the actual experiment involved the use of eight disyllable paired pseudowords. The results found that this age group were unable to learn phonetically similar pseudowords that had a consonantal contrast and were unable to distinguish between word-initial contrasts that used articulatory phonetic features. However, the present study did find that this age group were sensitive to prosody changes when learning new words.
Publication Date
2010-07-01
Publication Title
The Plymouth Student Scientist
Volume
3
Issue
1
First Page
86
Last Page
106
ISSN
1754-2383
Deposit Date
May 2019
Embargo Period
2024-07-03
URI
http://hdl.handle.net/10026.1/13897
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Farley, Victoria
(2010)
"The effects of consonantal specificity, articulatory phonetics and prosody in young infants' lexical acquisition,"
The Plymouth Student Scientist: Vol. 3:
Iss.
1, Article 3.
Available at:
https://pearl.plymouth.ac.uk/tpss/vol3/iss1/3
