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Related Concept Videos

Language Development01:22

Language Development

318
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.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
318
The Nativist Approach01:21

The Nativist Approach

34
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
34
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

597
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
597

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Infants' Preference for ID Speech in Face and Voice Extends to a Non-Native Language.

Joan Birulés1, David Méary1, Mathilde Fort1,2

  • 1Laboratoire de Psychologie et NeuroCognition, UMR 5105, University Grenoble Alpes, Grenoble, France.

Infancy : the Official Journal of the International Society on Infant Studies
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Summary

Infants show a preference for infant-directed (ID) speech, even in unfamiliar languages. However, background speech can disrupt this preference in younger infants, suggesting developmental changes in how infants process multimodal communication.

Keywords:
audiovisual speechface perceptionface‐voice associationinfant‐directed speechtalking faces

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Area of Science:

  • Developmental Psychology
  • Speech Perception
  • Infant Cognition

Background:

  • Infants exhibit a strong preference for infant-directed (ID) speech over adult-directed (AD) speech.
  • Previous studies indicate infants prefer native ID speech from talking faces, irrespective of background speech.
  • The current research investigates infant responses to non-native ID speech and the influence of auditory context.

Purpose of the Study:

  • To determine if infants prefer non-native ID speech from talking faces.
  • To examine the impact of auditory speech (ID or AD) on infant preference for ID talking faces.
  • To explore developmental differences in infants' processing of multimodal ID speech cues.

Main Methods:

  • Presenting 3- and 6-month-old infants with pairs of talking faces producing non-native ID versus non-native AD speech.
  • Conducting experiments in silence and with accompanying non-native ID or AD background speech.
  • Measuring infant visual attention to assess preferences.

Main Results:

  • Infants showed a general preference for ID talking faces when presented in silence, regardless of age.
  • Auditory non-native speech (ID or AD) disrupted the preference for ID talking faces in 3-month-olds.
  • At 6 months, infants preferred ID talking faces only when the auditory speech was also ID, indicating developing cross-modal associations.
  • Preference for ID talking faces was maintained at 6 months when accompanied by ID speech, irrespective of language familiarity.

Conclusions:

  • Infants' preference for ID speech cues from talking faces may rely on universal, cross-linguistic features.
  • Auditory speech, particularly non-native, can interfere with infants' processing of visual ID speech cues.
  • By 6 months, infants begin to integrate visual and auditory ID speech information, suggesting the development of amodal ID speech perception.