Journal
PSYCHOLOGICAL SCIENCE
Volume 18, Issue 3, Pages 254-260Publisher
SAGE PUBLICATIONS INC
DOI: 10.1111/j.1467-9280.2007.01885.x
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Funding
- NICHD NIH HHS [P30HD03352, R01 HD037466, P30 HD003352, R01HD37466] Funding Source: Medline
- NIDCD NIH HHS [R01 DC005650-07, F31 DC007277, R01 DC005650, F31-DC07277] Funding Source: Medline
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The present experiments investigated how the process of statistically segmenting words from fluent speech is linked to the process of mapping meanings to words. Seventeen-month-old infants first participated in a statistical word segmentation task, which was immediately followed by an object-label-learning task. Infants presented with labels that were words in the fluent speech used in the segmentation task were able to learn the object labels. However, infants presented with labels consisting of novel syllable sequences (nonwords; Experiment 1) or familiar sequences with low internal probabilities (part-words; Experiment 2) did not learn the labels. Thus, prior segmentation opportunities, but not mere frequency of exposure, facilitated infants' learning of object labels. This work provides the first demonstration that exposure to word forms in a statistical word segmentation task facilitates subsequent word learning.
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