This week Very early percep7on - quote.ucsd.edu

10/10/16

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YoursummaryisdueFridayat11am

UseONLYthear7cleslistedontheWri7ngAssignmentspage

SummarizeaSINGLEar7cle

Yoursummaryshouldbe~2pplong

Phonologicalprocessing

Thisweek•  Moreaboutwhatkidsperceive•  Then,backtowhattheyproduce

•  Bigtake-homethisweek:•  PERCEPTIONPRECEDESPRODUCTION.

Veryearlypercep7on•  Alotofinfantlanguageprocessingresearchisallaboutpercep7onbecausetheyaren’tproducingmuch.

•  Someauditorysoundprocessingmaybe“hardwired”butalotofitislearned.

-20020406080

Voiced Voiceless

VOT(ms)

Lisker&Abramson,1964

Englishspeakerscandis7nguishsynthesizedb/psoundsdifferingonlyinVOT,iftestedusing20and40msec.

Buttheycan’t(orperformpoorly)iftestedusing0and20or40and60.

Categoricalpercep0on:listenersaremuchbe]eratdiscrimina7ngbetweencategoriesthanwithincategories.

-20020406080

Voiced Voiceless

VOT(ms)**

√

**

X

**

X

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Howdoinfantsperceivespeechsounds?Eimasetal.:1-and4-month-olds;habitua7onprocedure.

+20/+40(ba/pa)

0/+20,+60/+80

Control(ba…ba…ba…ba…)

VOT:

√ X

Propertyofauditorysystem[s]topickuponthisboundary

chinchillamacaqueJ.quail

Basicauditoryability

Soundcontrasts•  YOUNGinfantscandis7nguishmostsoundsinmostlanguages

•  Consonants,vowels•  Tone:veryunclearpicture

•  Olderstudies:“useitorloseit”—refinedowntoyourlanguage’scategories

•  Newerstudies:somecategoriesgetsharperover7me(ortheydon’tevenshowupun7lchildrenhavealotoflisteningexperience)

language-specificrefinement

Werker&Tees1984:testdiscrimina7onofHindidentalandretroflex/t/,anddiscrimina7onofNthlakampxvelaranduvularconsonants[k’]and[q’],usingCHT.

Canadianbabies:discriminatedat6-8monthsonlysomedidat8-10monthsalmostnoneat10-12months

Infantsgetworseatdiscrimina>ngsoundsthataren’tcontras>veintheirlanguage.

velar uvular

language-specificrefinement:vowelssimilarresults,perhapsevenearlierdevelopment

Polka&Werker1994,usingvisualhabitua7onprocedure

German/u/vs/y/ 4monthsdiscriminate 6monthsdon’t 1 12monthsdon’t

CatalanandSpanish

Catalan:has/e/and/E/(like“bait”and“bet”)Spanish:justsomethinginbetween,near/e/

Bosch&Sebas7an-Gallés,usinghabitua7onprocedure:

all4.5montholdsdiscriminate/e/and/E/;Catalan8.0montholdsdiscriminatethemtoo;Spanish8.0montholdsdon’tANDbilingualsdon’t;Bilingualsdiscriminateagain,by12months.

language-specificrefinement:vowels

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Produc7onfollowspercep7on•  Verylikelythatchildrencanperceivecontrastsbeforetheycanproducethem

•  Perceptually,kidscandis7nguishallsortsofsoundsearlyon

•  Graduallynarrowdowntoownlanguage•  Simultaneouslylearningwords(Bergelson&Swingley,2011)– Maybeknowinglotsofwordshelpsyounarrowdownthesoundsinyourlanguage

•  Produc7onoflanguage-specificsoundstakesmuchlonger–  Needsmotorprac7cetogetmotorcontrol

Percep7ontakessome7me•  Somesoundboundariesyou’rebornwith(VOTdis7nc7on),orlearnveryfast

•  Othersaremorelanguage-variableandmayrequiremorelearning–  Dis7nguishingallsoundsmaynotbegood--–  Needsomesimilaritytobuildon

•  Knowingindividualsoundsisn’tthesameasknowingwhichonesgotogetherinwords

•  Learningwordsaslabelsforthingsmaymakepercep7onharder

Percep7ontakessome7me•  Boundariesyou’rebornwithorlearnveryfast(VOTdis7nc7on)

•  Learningcategoryboundaries•  Learningwhichsoundsgotogether•  Learningwordsaslabels– Thisisthepointofitall,isn’tit?– Similarwordsarehardtolearntotellapart

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Categoryboundaries

•  Infantslearncategoriesbykeepingtrackofsounddistribu7ons– Maye,Werker,&Gerken,2002

•  Adultskeeptrackofsounddistribu7onstoo– Newman,Clouse,Burnham2001

Keepingtrackofsounddistribu7onsMaye,Werker,&Gerken(2002)

•  Twodistribu7onsoronedistribu7onofspeechsounds–  Made-updis7nc7on

•  Incidentalexposuretooneorother

•  Playtwosoundsfromsame/differentdistribu7ons

•  Infants,6&8months•  (Adultscandotoo)•  Two-lumps:different!•  One-lump:notdifferent!

-20 0 20 40 60 80Speech dimension

Keepingtrackofsounddistribu7onsNewman,Clouse&Burnham(2001)

•  Frica7ves(s,sh,f,th,z,v,dth)showthesedistribu7onsaswell

•  Somecontextualvaria7on

STOPconsonantvoiceonset>me:Lisker&Abramson,1964

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•  Learningcategoryboundaries•  Learningwhichsoundsgotogether•  Learningwordsaslabels– Thisisthepointofitall,isn’tit?– Similarwordsarehardtolearn

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What ARE they thinking?(A Q&D tutorial on infant methods)

Headturn Preference Procedure: What seems interesting?

1.  trial starts with green light2.  once baby’s ready, flash one side light3.  when baby turns to light, start playing sounds from

speaker4.  when baby turns away, stop sounds and start new

trial

dependent measure: listening time to a given kind of auditory material

Soundsthatgotogether•  Saffranetal.(1996)•  Jusczyk&Johnson(2001)•  Nonadjacentdependencies

Cuestowordboundaries•  Stress– English:mostnounsarestress-ini7al– ThePRE]yBAbyWANTSaBOTtle

Cuestowordboundaries•  Strong-ini7alvs.weak-ini7alwords– Strong:BUTter,CANdle,PUPpy,SAUsage– Weak:baNAna,caBOOSE,reCLINE,aGREE

•  Cutlerandcolleagues:“metricalsegmenta7onstrategy”(MSS)– Strongsyllableisthestartofaword

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5.Months:•  Familiarizeinfantswithstress-ini7alwords

–  Kingdom,hamlet

•  Playpassageswithkingdom,hamlet(ordoctor,candle)•  Infantslistenlongertokingdom/hamletpassages:theyrecognizethewords

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Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5.Months:•  Stress-ini7alOK

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5.Months:•  Stress-ini7alOK•  Familiarizewithguitar,surprise•  Testwithguitar,surprise,balloon,device•  Nodifferenceinlooking7mes

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5months:•  Stress-ini7al✔•  Stressnotini7al✘

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5months:•  Stress-ini7al✔•  Stressnotini7al✘•  Familiarizewithtar,prize,loon,vice•  Playguitar/surprise--getit

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5months:•  Stress-ini7al(kingdom)✔•  Stressnotini7al(guitar)✘•  Stressedsyllable(tar)✔

Cuestowordboundaries•  Jusczyk,Houston&Newsome– 7.5months:•  Stress-ini7al(kingdom)✔•  Stressnotini7al(guitar)✘•  Stressedsyllable(tar)✔

– 10.5months:•  Stressnotini7al(guitar)✔

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But…•  Notalllanguageshavethiskindofstresspa]ern.

•  Howdoyouknowwhattheproper>esofwordsareifyoudon’tknowwhatthewordsare?

•  Looka]hepre]ybaby

•  Looka]hepre]ybaby•  Whereisthebabynowpre]ygirl•  Thisli]lebabyispre]ygood

•  Looka]hepre]ybaby•  Whereisthebabynowpre]ygirl•  Thisli]lebabyispre]ygood

•  Looka]hepreSybaby•  WhereisthebabynowpreSygirl•  Thisli]lebabyispreSygood


•  Given“ty”,what’slikelytocomenext?

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•  Given“ty”,what’slikelytocomenext?•  Whataboutgiven“ba”?

Let’sdosomemath…

•  pago7numabékolifudé•  panumalifubékogo7dé•  palifunumago7békodé•  …

•  Given“pa”,what’slikelytocomenext?•  Whataboutgiven“go”or“7”?

Sta7s7callearning•  Saffran,Aslin&Newport(1996)– 8-month-oldinfants

golabubidakutupiropado7tupirobidakupado7golabupado7bidakugolabutupirogolabupado7tupirobidakupado7bidakutupirogolabupado7bidakugolabutupiro…







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Sta7s7callearning•  Playfor2minutes•  Presentkidswithbidakuorpiro.bitypewords•  Whatdotheylistentolonger?bidaku<piro.bi–  (noveltypreference)

•  At8monthsinfantscansegmentwordsbasedonsta0s0calcues

Butwhataboutstress?•  Johnson&Jusczyk(2001)– 8-month-olds– Stressvs.sta7s7cs:Stresswins


•  Thiessen&Saffran(2003)– Sta7s7cswins@7mos– Stresswins@9mos


•  Thiessen&Saffran(2003)– Sta7s7cswins@7mos– Stresswins@9mos

•  Segmenta0onprecedesstress.

Sta7s7callearning

•  What’sge{nglearned?– Frequency:XYhappensalot•  Butthedog,thegirl>hassock,7pple

– Condi0onalprobability•  GivenX,Yis__likelytohappen•  Predic0veness

•  Aslin,Saffran&Newport(1996)

Sta7s7callearning•  What’sge{nglearned?– Aslin,Saffran&Newport(1996)•  golabu/pado72xaso~enastupiro/bidaku•  Sodo7.goisasfrequentasbidaku(45xeach)•  3minoflistening;thentest

bi->da->kudo->7->go

1.0 1.0

1.0 .33

Frequency:

=

Condi7onalprobability:

<

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Sta7s7callearning•  Infantsareindeedlearningcondi7onalprobabili7es,notjustfrequency.

Languagespecificity?•  Worksforlanguage•  Worksfortonesequences(C-C#-G…)•  Worksforvisualsequences(n✚★u…)•  Maybetamarinmonkeysdoit(Hauseretal.)

•  Notjustalanguage-specificphenomenon.


•  Learningcategoryboundaries•  Learningwhichsoundsgotogether•  Learningwordsaslabels– Thisisthepointofitall,isn’tit?– Similarwordsarehardtolearn

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Perceivingsoundsvs.learningwords

•  Speechsounds:– Startouthearingeverything,– Narrowinonna7velanguageby12months.

•  Words:– Producebadlyat12months,– Butpresumablythementalrepresenta7onsofthesoundsthemselvesareaccurate.

– Ormaybenot…

Stager & Werker, 1997

“bih” “dih”Test: “dih” 14 mos: no dishabituation!

“Switch”procedure(fancydishabitua7on)

Dumbed-down: one object8 mos: ✔14 mos: ✘

14 mos: lif vs. neem ✔

“bih” “dih”WHY??

Perceptual regression?Divided attention?

Unfamiliarity of words?

Stager & Werker, 1997“Switch”procedure(fancydishabitua7on)

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Stager&Werker1997•  ACerlearningspeechsounds,14-month-oldsseemnottouse!

•  S&W:maybeforwordlearning,kidsdon’tusedetail

•  Swingley&Aslin:maybetheyjusthavepoorrepresenta7onsof“bih”and“dih”--whataboutrealwords?

one simple word recognition task: picture fixation

Swingley & Aslin, 2000, 2002

Where's the ball? "Correct"Where's the gall? "Mispron." pr

opor

tion

to ta

rget"

0.20.30.40.50.60.70.80.9

1

400 450 500 550 600 650 700 750Age (days)

correct pronunciationsmispronunciations

Target fixation given correct pronunciation and mispron.,plotted by child’s age

<- 50% = can’t tell

“Ball”(ball)

“Gall”

Percep7ontakessome7me

•  Boundariesyou’rebornwithorlearnveryfast(VOTdis7nc7on)

•  Learningcategoryboundaries•  Learningwhichsoundsgotogether•  Learningwordsaslabels– Newwords:weakerrepresenta7ons– Overthelongterm:goodrepresenta7ons– Maybechildrenarestoringspecificwordsandnotsomuchsequencesofspeechsounds

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Atschool,whereeveryteacherwasapoten7alspy,Itriedtoavoidanssoundwheneverpossible."Yes,"became"correct,"oramilitary"affirma7ve."…A~erafewweeksofwhatshecalled"endlesspestering"andwhatIcalled"repeatedbadgering,"mymotherboughtmeapocketthesaurus,whichprovidedmewiths-freealterna7vestojustabouteverything.…Pluralspresentedaconsiderableproblem,butIworkedaroundthemasbestIcould;"rivers,"forexample,becameeither"ariverortwo"or"manyariver."Possessiveswereasimilarheadache,anditwaseasiertosaynothingthantoannouncethatthele~-handandtheright-handgloveofJanethadfallentothefloor.

--DavidSedaris,MeTalkPreGyOneDay

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Onthe‘output’side…•  Soundskidsmake:•  Pre-6months:mostlyvowels,somebackconsonants(velars)

•  Later(canonicalbabblingstarts):widerrangeofplacesofar7cula7on–  Regardlessoflanguage,kidsseemtobemakingverysimilarsounds(un7lali]lewhilebeforewordsappear)

–  Consonantsaremostly:ptkbdgmnwjsh(Locke‘83)•  Kidsbuildonthesetosayfirstwords

Babblingtowords•  Istherealink?Yes!•  Kidswhoprefercertainbabblingpa]ernsendupwiththosepa]erns–  Vocalmotorschemes(Vihman1996)–  Canvoluntarilyproducematchingwords

•  Babblingfrequencypredicts#&accuracyofwordsproducedat2-3years

•  Lateinprespeech,starttodropoutsoundsthataren’tinchild’slanguage,andadoptrhythmsofna7velanguage

Firstwords•  Some:resembleadultwordsinsoundandsocialcontext(hi,byebye,peekaboo)

•  Others:madeupbykidbutusedforpar7cularfunc7on--protowords–  Controlsvocalapparatus?✓–  Knowswordshavespecificmeanings?✓–  Knowsthatyouhavetofigureoutthewordsthateveryoneelseuses?✗

–  (Somevariabilityinform)

ExamnextFriday•  Bringapen,pencilandbrain•  Format:mul7partques7ons– Someveryshortanswerparts.– Somesentence-to-paragraph-sizeanswers

•  REVIEWSESSIONduringsec>on>mes

Acquiringyourlanguage’ssoundsystem

•  Notsimpleaddingonofperfectly-pronouncedwords.

•  Some7mespronuncia7onschangeforthebe]erorworse.

•  Soundscanshowuponsomewords,butnotothers.


•  Regression:soundsget“worse”(Menn71)•  Down&stone:/dæwn//don/oralVnasal•  Later,neworalVnasalwords:•  Beans&dance:/minz/&/næns/–  nasalassimila7on

•  “Tookover”moreaccurateformsofdownandstone,whichbecame/næwn/&/non/

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•  Progressivephonologicalidiom:somewordsareaccurate“tooearly”

•  No/h/exceptonhiandhello•  Others:‘orse,‘ose,‘amster…•  Sohasheacquired/h/ornot?


•  Howtoaccountforregression?Thinkofchildasproblem-solving(Ferguson&Macken‘83):HowdoIsoundlikethepeoplearoundme?

•  Temporarysolu7ons:–  Avoidanceofhardsounds/sequences(Sedaris’s)–  Exploita7onofsoundsyoulike–  Replacementofonesoundwithanother(/wɛw/)–  Rearrangementofsoundsinword(/pəskɛ7/)–  Oneword,orapproximatewholephrase(Peters,1977)

•  Thesesolu7onspervademuchofcogni7veandlanguagedevelopment


•  Varia>onofthesestrategies–  Acrosslanguages–  Acrosschildren–  Tendencies,notabsolutes


•  Otherinfluencesthataren’tstrategic

•  Biologicalconstraints–  Forinstance:stops[physically]easierthanfrica7ves

•  Perceptualfeedback–  Can’tdomuchifyoudon’thaveanacous>cmodelfromadultsand

internalfeedback–  E.g.ifyou’rehearing-impaired,lessinternalfeedback,thoughcanalso

getexternalfeedback•  Internalfeedback=immediate•  Externalfeedback=delayed,reliesonotherperson

–  Internalrewardforsoundinglikethosearoundyou

Normalprogression•  Age3:vowelsandmanyconsonants–  Stopconsonantsveryearly–  Toughconsonants:r,l,v,th(thumb),dth(though)

•  Shouldbeintelligibleby4–  Not?Possiblyatypicaldevelopment

•  Byage8:mostchildrenproducingadultlikesounds–  Butslowerspeechrate– Morevariablepronuncia7on,7ming

thin

buff rip

Smitetal.1999

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Describingkids’pronuncia7ons•  Waystodescribe:– Rulestotranslateadultformintokidform•  E.g.“delete/s/inclusters”

– Describekid’slimita7onsintermsofconstraints(e.g.“noclusters”)

– Preferredformsastemplates(CVC)

•  Makesenseofseemingly-unrelatederrors

Describingkids’pronuncia7ons•  Caveat:whatwehearisfilteredthroughourownphonologicalsystem!

•  Weneedfine-grainedanalyses(Macken&Barton‘80)– Maybewecan’thearadis7nc7onthey’rea]emp7ngtomake

•  Needformul7plemeasurementsofsameword@givenage–  Kidsgraduallyaddin,correctsounds–  Phaseswherenewformcoexistswitholdone

Inherentvariability•  Cau7oninmispronuncia7on:kidsmayhavereferen>alvs.expressivestyle–  Sayonewordperfectly(referen7al)–  Sayapproxima7onofwholesentence(expressive)

•  Hardtotranscribe!

•  Regionalvariantsinpronuncia7on–  Definecorrectnessbydialectbeingacquired

•  Variantsincontexts:readinglistvs.casualconversa7on

Describingkids’pronuncia7ons•  Thingsthataretough

–  Clusters–  Coda(endofsyllable)consonants


–  Clusters–  Coda(endofsyllable)consonants Relatedly,somelanguages

don’thavethese!Alsonotfoundinbabbling


–  Clusters–  Coda(endofsyllable)consonants–  Longwords–  Ini7alweaksyllables

Relatedly,somelanguagesdon’thavethese!Alsonotfoundinbabbling

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–  Clusters–  Coda(endofsyllable)consonants–  Longwords–  Ini7alweaksyllables

•  Varioussolu7ons…–  Sock–  Spock–  School–  String Omit/s/

OmitotherAssim.place

Relatedly,somelanguagesdon’thavethese!Alsonotfoundinbabbling

Describingkids’pronuncia7ons•  Wordstress•  Weak-ini7alwordsarehard– Tomato“mato”– Surprise“prize”– Dessert“zert”

•  Notjustwordlength—stress-ini7al2-syllablewordscomeoutokay– Blanket“banket”– Puppy“puppy”

Describingkids’pronuncia7ons•  Assimila>on•  Changingonethingtomatchanother•  Happensinadultspeechtoo–  Greenpeas-->/grimpiz/

•  Withkids,moreextreme– Well-->/wɛw/–  Cat,dog,pug-->/tæt//gɑg//kʌg/– Mump,means,nance-->nasalfeaturespreadsbackward

Wordtemplates•  AKA“canonicalforms”Vihman&Cro~,2007

•  Between5-100words,mostarevariantsonafewtemplates,plusafewisolatedphonologicalidioms

•  Similaradultwordsthatareperformedbychildfromsametemplate–  Fish dish vest brush fetch–  ɪʃ dɪʃ ʊʃ byʃ ɪʃ –  Pa]ern:(C)Vʃ

•  Ruleschangeadultwordstofittemplate

Howmuchofthisisnotunderstanding?•  Veryli]le.•  Afewadultsoundsareauditorilyconfusable(f,ɵ)–  Butnotthatmany

•  Goodatdiscrimina7ngcontrastsofna7velanguage–  Someexcep7ons–  Doesdiscrimina7ngsoundsindicatestrongrepresenta7onsthatcanscaffoldsoundproduc0on?

•  Evenforweakstress,canhearsyllables–  Gerken&McIntosh(1993)

•  Findwasdogforme(confusion!)•  Findthedogforme(noconfusion)

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This week Very early percep7on - quote.ucsd.edu