Jusczyk P W, Hohne E A, Bauman A
Department of Psychology, Johns Hopkins University, Baltimore, MD 21218, USA.
Percept Psychophys. 1999 Nov;61(8):1465-76. doi: 10.3758/bf03213111.
A series of four experiments was conducted to determine whether English-learning infants can use allophonic cues to word boundaries to segment words from fluent speech. Infants were familiarized with a pair of two-syllable items, such as nitrates and night rates and then were tested on their ability to detect these same words in fluent speech passages. The presence of allophonic cues to word boundaries did not help 9-month-olds to distinguish one of the familiarized words from an acoustically similar foil. Infants familiarized with nitrates were just as likely to listen to a passage about night rates as they were to listen to one about nitrates. Nevertheless, when the passages contained distributional cues that favored the extraction of the familiarized targets, 9-month-olds were able to segment these items from fluent speech. By the age of 10.5 months, infants were able to rely solely on allophonic cues to locate the familiarized target words in passages. We consider what implications these findings have for understanding how word segmentation skills develop.
进行了一系列四项实验，以确定学习英语的婴儿是否能够利用音位线索来识别词边界，从而从流畅的语音中分割出单词。婴儿先熟悉一对双音节词，如nitrates（硝酸盐）和night rates（夜间费率），然后测试他们在流畅语音段落中检测这些相同单词的能力。词边界的音位线索的存在并没有帮助9个月大的婴儿将其中一个熟悉的单词与声学上相似的干扰词区分开来。熟悉nitrates的婴儿听关于night rates的段落的可能性与听关于nitrates的段落的可能性一样大。然而，当段落包含有利于提取熟悉目标的分布线索时，9个月大的婴儿能够从流畅的语音中分割出这些单词。到10.5个月大时，婴儿能够仅依靠音位线索在段落中定位熟悉的目标单词。我们思考这些发现对于理解单词分割技能如何发展有哪些启示。
