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Development of Word Recognition across Speakers and Accents

Development of Word Recognition across Speakers and Accents

Karen E. Mulak, Catherine T. Best
Copyright: © 2013 |Pages: 28
ISBN13: 9781466629738|ISBN10: 1466629738|EISBN13: 9781466629745
DOI: 10.4018/978-1-4666-2973-8.ch011
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MLA

Mulak, Karen E., and Catherine T. Best. "Development of Word Recognition across Speakers and Accents." Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, IGI Global, 2013, pp. 242-269. https://doi.org/10.4018/978-1-4666-2973-8.ch011

APA

Mulak, K. E. & Best, C. T. (2013). Development of Word Recognition across Speakers and Accents. In L. Gogate & G. Hollich (Eds.), Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence (pp. 242-269). IGI Global. https://doi.org/10.4018/978-1-4666-2973-8.ch011

Chicago

Mulak, Karen E., and Catherine T. Best. "Development of Word Recognition across Speakers and Accents." In Theoretical and Computational Models of Word Learning: Trends in Psychology and Artificial Intelligence, edited by Lakshmi Gogate and George Hollich, 242-269. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2973-8.ch011

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Abstract

The pronunciation of a given word can contain considerable phonetic variation both within and between speakers, affects, and accents. For reliable word recognition, children must learn to hear through the variation that does not change a word’s identity, while still discerning variation that does not belong to a given word’s identity. This requires knowledge of phonologically specified word invariants above the level of phonemic specification. Reviewing developmental accounts and empirical evidence, this chapter discusses the emergence of children’s ability to attend to speaker- and accent-independent invariants. The authors focus particularly on changes between the ages of 7.5-10.5 months, where evidence points to a developing ability to recognize speech across within-speaker and within-group variation, and 14-19 months, where increasing evidence suggests a shift from phonetically to more phonologically specified word forms. They propose a framework that describes the attentional shifts involved in this progression, with emphasis on methodological concerns surrounding the interpretation of existing research.

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