Abstract

Qualitative and quantitative aspects of infant-directed speech and their role in language development

Lisa Gustavsson and Iris-Corinna Schwarz present examples of two current studies looking at word recognition at Stockholm Babylab.

The studies differ in experimental paradigm, address different age groups, and discuss methodological learning points. 

To evaluate two gaze paradigms used to study word learning in 14-month-old infants, we compared the switch task procedure (STP) and the preferential looking paradigm (PLP) using infant-directed speech (IDS) and adult-directed speech (ADS). 

Word learning occurred in the switch task procedure with IDS stimuli, but not in the preferential looking paradigm independent of speech register. 

The results suggest that the switch task procedure is better suited to detect word learning at this age. 

Gaze behavior as a measure of attention in experimental paradigms assessing word learning is discussed, also in relation to word learning in real life.

To study early word recognition in form of building a memory trace of a word’s phoneme sequence, we used the event-related potential word recognition effect, established in 9- and 10-month-old Dutch and German infants (Junge, Cutler & Hagoort, 2014; Männel & Friederici, 2013). 

We contrasted speech register type (IDS/ADS), familiarity type (target word/non-target word) and word type (low frequency words/nonsense words) in 6- and 9- to 10-month-old Swedish learning infants using EEG. 

We could replicate the word recognition effect in Swedish learning 9- to 10-month-olds, but only for ADS, as we saw an effect for non-target words in IDS. Interaction effects of word recognition and word type as well as indication for the powerful saliency of IDS stimuli are discussed.

On Iris-Corinna Schwarz

On Lisa Gustavsson