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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
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Variable forms in French-learning toddlers' lexical representations.

Mireille Babineau1, Camille Legrand2, Rushen Shi2

  • 1Laboratoire de Sciences Cognitives et Psycholinguistique, DEC-ENS/EHESS/CNRS, Ecole Normale Supérieure, PSL University.

Developmental Psychology
|March 4, 2021
PubMed
Summary
This summary is machine-generated.

Toddlers learning French store multiple word forms for vowel-initial words, including common liaison consonant variants. This shows early lexical representation adapts to frequent phonological alternations in language input.

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Area of Science:

  • Psycholinguistics
  • Developmental Psychology
  • Phonology

Background:

  • French features phonological alternations, specifically liaison consonants, which attach to vowel-initial words.
  • Understanding how children acquire these complex phonological rules is crucial for developmental linguistics.

Purpose of the Study:

  • To investigate if 30-month-old French-learning toddlers store multiple lexical forms for vowel-initial words.
  • To determine the impact of frequent liaison consonant intrusions on early lexical representations.

Main Methods:

  • An eye-tracking experiment with 31 Quebec French-learning 30-month-olds.
  • Participants viewed objects while hearing words with correct, frequent, or infrequent consonant intrusions.
  • Measured target recognition success based on auditory stimuli and visual stimuli.

Main Results:

  • Toddlers successfully recognized words with frequent /t/ and /z/ consonant intrusions, similar to correct vowel-initial words.
  • Target recognition was impeded by infrequent /g/ consonant intrusions.
  • Children demonstrated sensitivity to the frequency and lexical appropriateness of liaison consonants.

Conclusions:

  • French-learning toddlers' early lexicons include multiple variants for words undergoing phonological alternations.
  • Children's lexical representations are flexible and adapt to incorporate frequent phonological variants, like liaison consonants.