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Related Concept Videos

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Related Experiment Video

Updated: Jun 11, 2026

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
12:49

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

Do newly formed word representations encode non-criterial information?

Suzanne Curtin1

  • 1Department of Psychology, University of Calgary, Calgary, AB Canada. scurtin@ucalgary.ca

Journal of Child Language
|July 9, 2010
PubMed
Summary
This summary is machine-generated.

Infants aged one year can learn and remember novel words, including their stress patterns. This study shows that infants store word-level stress information even when not essential for distinguishing words.

More Related Videos

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Related Experiment Videos

Last Updated: Jun 11, 2026

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
12:49

Transcranial Direct Current Stimulation (tDCS) of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Lexical stress aids infants in speech segmentation and phonetic contrast identification.
  • One-year-old infants can learn novel words distinguished solely by stress patterns.

Purpose of the Study:

  • To investigate if infants store word-level stress information even when it's not task-critical.
  • To determine the nature of word representations in one-year-old infants.

Main Methods:

  • Infants were taught novel, three-syllable word-object pairings.
  • Testing involved presenting word forms that varied in stress patterns or phonetic segments compared to familiar words.

Main Results:

  • Infants' word representations included word-level stress information.
  • Infants did not solely store information critical for distinguishing between word forms.

Conclusions:

  • Infants' memory for novel words incorporates suprasegmental features like stress.
  • Word representations in infants are robust and include more than just minimal distinguishing information.