Hostname: page-component-78c5997874-8bhkd Total loading time: 0 Render date: 2024-11-05T15:24:53.078Z Has data issue: false hasContentIssue false

When phonology guides learning

Published online by Cambridge University Press:  11 September 2018

Suzanne Curtin
Affiliation:
University of Calgary
Susan A. Graham
Affiliation:
University of Calgary

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Copyright
© Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Archer, S., Ference, J., & Curtin, S. (2014). Now you hear it. 14-month-olds succeed at learning minimal pairs in stressed syllables. Journal of Cognition and Development, 15, 110122. doi: 10.1080/15248372.2012.728544.Google Scholar
Archer, S., Zamuner, T., Engel, K., Fais, L., & Curtin, S. (2016). 12- and 20-month-olds’ ability to perceive coda consonants: Effects of position and voicing. Language Learning and Development, 12, 6078. doi: 10.1080/15475441.2014.979490.Google Scholar
Bernhardt, B. M., Kemp, N., & Werker, J. F. (2007). Early word-object associations and later language development. First Language, 27, 315328.Google Scholar
Curtin, S. (2009). Twelve-month-olds learn word-object associations differing only in stress patterns. Journal of Child Language, 36, 11571165.Google Scholar
Curtin, S., Byers-Heinlein, K., & Werker, J. F. (2011). Bilingual beginnings as a lens for theory development. Journal of Phonetics, 39, 492504.Google Scholar
Curtin, S., Fennell, C., & Escudero, P. (2009). Weighting of acoustic cues explains patterns of word-object associative learning. Developmental Science, 12, 725731.Google Scholar
Ference, J., & Curtin, S. (2013). Attention to lexical ltress and early vocabulary growth in 5-month-olds at risk for autism. Journal of Experimental Child Psychology, 16, 891903.Google Scholar
Ference, J., & Curtin, S. (2015). The ability to map differentially stressed labels to objects predicts language development at 24 months in 12-month-olds at high-risk for autism. Infancy, 20, 242262.Google Scholar
Graf Estes, K., Edwards, J., & Saffran, J. R. (2011). Phonotactic constraints on infant word learning. Infancy, 16, 180197.Google Scholar
Graham, S. A., & Kilbreath, C. S. (2007). It’s a sign of the kind: Gestures and words guide infants’ inductive inferences. Developmental Psychology, 43, 1111.Google Scholar
Henderson, A. M., Graham, S. A., & Schell, V. (2015). 24-month-olds’ selective learning is not an all-or-none phenomenon. PLOS ONE, 10, e0131215.Google Scholar
Kemp, N., Scott, J., Bernhardt, B. M., Johnson, C. E., Siegel, L. S., & Werker, J. F. (2017). Minimal pair word learning and vocabulary size: Links with later language skills. Applied Psycholinguistics, 38, 289314.Google Scholar
MacKenzie, H., Curtin, S., & Graham, S. A. (2012a). 12‐month‐olds’ phonotactic knowledge guides their word–object mappings. Child Development, 83, 11291136.Google Scholar
MacKenzie, H., Curtin, S., & Graham, S. A. (2012b). Class matters: 12‐month‐olds’ word–object associations privilege content over function words. Developmental Science, 15, 753761.Google Scholar
MacKenzie, H., Graham, S. A., & Curtin, S. (2011). Twelve‐month‐olds privilege words over other linguistic sounds in an associative learning task. Developmental Science, 14, 249255.Google Scholar
MacKenzie, H. K., Graham, S. A., Curtin, S., & Archer, S. L. (2014). The flexibility of 12-month-olds’ preferences for phonologically appropriate object labels. Developmental psychology, 50, 422.Google Scholar
May, L., & Werker, J. F. (2014). Can a click be a word? Infants’ learning of non‐native words. Infancy, 19, 281300.Google Scholar
Namy, L. L. (2001). What’s in a name when it isn’t a word? 17-month-olds’ mapping of nonverbal symbols to object categories. Infancy, 2, 7386.Google Scholar
Namy, L. L., Campbell, A. L., & Tomasello, M. (2004). The changing role of iconicity in non-verbal symbol learning: A U-shaped trajectory in the acquisition of arbitrary gestures. Journal of Cognition and Development, 5, 3757.Google Scholar
Namy, L. L., & Waxman, S. R. (1998). Words and gestures: Infants’ interpretations of different forms of symbolic reference. Child Development, 69, 295308.Google Scholar
Naryan, C. R., Werker, J., & Beddor, P. (2010). The interaction between acoustic salience and language experience in developmental speech perception: Evidence from nasal place discrimination. Developmental Science, 13, 407420.Google Scholar
San Juan, V., Lin, C., Mackenzie, H., Curtin, S., & Graham, S. A. (2017). Not speaking the same language: 17-month-olds shift their perception of novel labels following brief exposure to non-native language. Manuscript submitted for publication.Google Scholar
Suanda, S. H., & Namy, L. L. (2013). Young word learners’ interpretations of words and symbolic gestures within the context of ambiguous reference. Child Development, 84, 143153.Google Scholar
Vouloumanos, A., & Curtin, S. (2014). Tuned to speech: How infants’ attention to speech predicts language development. Cognitive Science, 38, 16751686.Google Scholar
Vukatana, E., Curtin, S., & Graham, S. A. (2016). Infants’ acceptance of phonotactically illegal word forms as object labels. Journal of Child Language, 43, 14001411.Google Scholar
Werker, J. F., Cohen, L. B., Lloyd, V. L., Casasola, M., & Stager, C. L. (1998). Acquisition of word–object associations by 14-month-old infants. Developmental Psychology, 34, 1289.Google Scholar
Werker, J. F., & Curtin, S. (2005). PRIMIR: A developmental framework of infant speech processing. Language Learning and Development, 1, 197234.Google Scholar
Werker, J. F., & Tees, R. C. (1984). Cross-language speech perception: Evidence for perceptual reorganization during the first year of life. Infant Behavior and Development, 7, 4963.Google Scholar
Woodward, A., & Hoyne, K. (1999). Infants’ learning about words and sounds in relation to objects. Child Development, 70, 6577.Google Scholar
Zamuner, T. S. (2006). Sensitivity to word-final phonotactics in 9- to 16-month-old infants. Infancy, 10, 7795.Google Scholar