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Statistical learning of multiple speech streams: A challenge for monolingual infants.

Author(s): Benitez VL, Bulgarelli F, Byers-Heinlein K, Saffran JR, Weiss DJ

Dev Sci. 2020 03;23(2):e12896 Authors: Benitez VL, Bulgarelli F, Byers-Heinlein K, Saffran JR, Weiss DJ

Article GUID: 31444822
Selective social learning in infancy: looking for mechanisms.

Author(s): Crivello C, Phillips S, Poulin-Dubois D

Dev Sci. 2018 05;21(3):e12592 Authors: Crivello C, Phillips S, Poulin-Dubois D

Article GUID: 28856760
Probing the depth of infants' theory of mind: disunity in performance across paradigms.

Author(s): Poulin-Dubois D, Yott J

Dev Sci. 2018 Jul;21(4):e12600 Authors: Poulin-Dubois D, Yott J

Article GUID: 28952180
Reverse production effect: children recognize novel words better when they are heard rather than produced.

Author(s): Zamuner TS, Strahm S, Morin-Lessard E, Page MPA

Dev Sci. 2018 07;21(4):e12636 Authors: Zamuner TS, Strahm S, Morin-Lessard E, Page MPA

Article GUID: 29143412
Knowing who knows: Metacognitive and causal learning abilities guide infants' selective social learning.

Author(s): Kuzyk O, Grossman S, Poulin-Dubois D

Dev Sci. 2019 Sep 13;:e12904 Authors: Kuzyk O, Grossman S, Poulin-Dubois D

Article GUID: 31519037
What do bilingual infants actually hear? Evaluating measures of language input to bilingual-learning 10-month-olds

Author(s): Orena AJ; Byers-Heinlein K; Polka L;

Examining how bilingual infants experience their dual language input is important for understanding bilingual language acquisition. To assess these language experiences, researchers typically conduct language interviews with caregivers. However, little is k...

Article GUID: 31505096
Infants attribute false beliefs to a toy crane

Author(s): Burnside K; Severdija V; Poulin-Dubois D;

The mentalistic view of early theory of mind posits that infants possess a robust and sophisticated understanding of false belief that is masked by the demands of traditional explicit tasks. Much of the evidence supporting this mentalistic view comes from i...

Article GUID: 31309631
Bilingual toddlers' comprehension of mixed sentences is asymmetrical across their two languages.

Author(s): Potter CE, Fourakis E, Morin-Lessard E, Byers-Heinlein K, Lew-Williams C

Dev Sci. 2018 Dec 23;:e12794 Authors: Potter CE, Fourakis E, Morin-Lessard E, Byers-Heinlein K, Lew-Williams C

Article GUID: 30582256
Title:Statistical learning of multiple speech streams: A challenge for monolingual infants.
Authors:Benitez VL,  Bulgarelli F,  Byers-Heinlein K,  Saffran JR,  Weiss DJ
Link:https://www.ncbi.nlm.nih.gov/pubmed/31444822?dopt=Abstract
DOI:10.1111/desc.12896
Category:Dev Sci
PMID:31444822
Dept Affiliation: CONCORDIA
1 Arizona State University, Tempe, AZ, USA.
2 Duke University, Durham, NC, USA.
3 Pennsylvania State University, University Park, PA, USA.
4 Concordia University, Montreal, QC, Canada.
5 University of Wisconsin-Madison, Madison, WI, USA.

Description:

Statistical learning of multiple speech streams: A challenge for monolingual infants.

Dev Sci. 2020 03;23(2):e12896

Authors: Benitez VL, Bulgarelli F, Byers-Heinlein K, Saffran JR, Weiss DJ

Abstract

Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8-month-old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures.

PMID: 31444822 [PubMed - indexed for MEDLINE]