Spoken or sung? Examining word learning in child-directed speech and in song

IF 1.7 2区 文学 Q1 LINGUISTICS
Mackensie Blair, Lindsay Hawtof, Giovanna Morini
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引用次数: 0

Abstract

The present study examines whether presenting words in song versus spoken sentences can lead to differences in word learning in 47–50-month-old children. This work extends previous findings on this topic and evaluates whether the location of pitch changes within the song may contribute to how well the words are learned. Using a Preferential Looking Paradigm, 32 children were taught the names of objects, either in spoken sentences or in a song that followed an unfamiliar melody. In both conditions, the novel word was emphasized by a pitch change. Looking patterns indicated that children learned the names of the novel items better when the words were trained in the spoken sentence compared to the song condition. The findings are discussed in relation to theories of word learning, and how differences in the characteristics between speech and song may relate to variability in how well new words are acquired.

说的还是唱的?检查单词学习在儿童导向的讲话和歌曲
本研究考察了在47 - 50个月大的孩子中,用歌曲和口语表达单词是否会导致单词学习的差异。这项工作扩展了之前关于这一主题的发现,并评估了歌曲中音调变化的位置是否有助于单词的学习。使用优先观察范式,32名儿童被教导物体的名称,要么是在口语句子中,要么是在一首不熟悉的旋律的歌曲中。在这两种情况下,新单词都通过音调变化来强调。观察模式表明,与歌曲条件相比,在口语条件下训练单词时,孩子们更好地学习了新项目的名称。这些发现与单词学习理论有关,以及语音和歌曲特征的差异如何与新单词习得的可变性有关。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.70
自引率
4.50%
发文量
142
期刊介绍: A key publication in the field, Journal of Child Language publishes articles on all aspects of the scientific study of language behaviour in children, the principles which underlie it, and the theories which may account for it. The international range of authors and breadth of coverage allow the journal to forge links between many different areas of research including psychology, linguistics, cognitive science and anthropology. This interdisciplinary approach spans a wide range of interests: phonology, phonetics, morphology, syntax, vocabulary, semantics, pragmatics, sociolinguistics, or any other recognised facet of language study.
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