期刊
COGNITIVE PSYCHOLOGY
卷 59, 期 1, 页码 96-121出版社
ACADEMIC PRESS INC ELSEVIER SCIENCE
DOI: 10.1016/j.cogpsych.2009.02.002
关键词
Language development; Bilingual; Word recognition; Phonology; Vowel; Word learning; Infant; Toddler; Speech perception
资金
- Spanish Ministerio de Ciencia y Tecnologia [SEJ2004-06429/Psic, SEJ2007-60751]
- CONSOLIDER 2010 Program [CSD2007-012]
- Catalan DURSI [SGR2005-01026]
- US NIH [R01-049681]
- US NSF [HSD-0433567]
Toddlers' and preschoolers' knowledge of the phonological forms of words was tested in Spanish-learning, Catalan-learning, and bilingual children. These populations are of particular interest because of differences in the Spanish and Catalan vowel systems: Catalan has two vowels in a phonetic region where Spanish has only one. The proximity of the Spanish vowel to the Catalan ones might pose special learning problems. Children were shown picture pairs; the target picture's name was spoken correctly, or a vowel in the target word was altered. Altered vowels either contrasted with the usual vowel in Spanish and Catalan, or only in Catalan. Children's looking to the target picture was used as a measure of word recognition. Monolinguals' word recognition was hindered by within-language, but not non-native, vowel changes. Surprisingly, bilingual toddlers did not show sensitivity to changes in vowels contrastive only in Catalan. Among preschoolers, Catalan-dominant bilinguals but not Spanish-dominant bilinguals revealed mispronunciation sensitivity for the Catalan-only contrast. These studies reveal monolingual children's robust knowledge of native-language vowel categories in words, and show that bilingual children whose two languages contain phonetically overlapping vowel categories may not treat those categories as separate in language comprehension. (C) 2009 Elsevier Inc. All rights reserved.
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