In Study 1, novelty was manipulated. Forty-eight 12-month-old infants participated. In a between-subject design, a more novel or a less novel experimenter presented an ambiguous object and provided positive information. The infants looked more at and regulated their behavior more in accordance with information coming from the less novel experimenter. In Study 2, expertise was manipulated. Forty-eight 12-month-old infants were exposed to one experimenter who showed expertise about the laboratory situation and one experimenter who did not show such competence. The infants looked more at and regulated their behavior more in accordance with information coming from the expert. In Study 3, 40 12-month-old
infants participated. The infants were exposed to a toy-expert who was either
novel or familiar. The infants, in both groups, looked as much at the toy-experts and used the information regardless of whether the novel or Torin 1 in vitro familiar toy-expert had provided information. The click here findings suggest that novelty does not increase looking in ambiguous situations. Instead, the results support the expertise perspective of infant looking preferences. “
“Linguistic stress and sequential statistical cues to word boundaries interact during speech segmentation in infancy. However, little is known about how the different acoustic components of stress constrain statistical learning. The current studies were designed to investigate whether intensity and duration each function independently as cues to initial prominence (trochaic-based hypothesis) or whether, as predicted Tyrosine-protein kinase BLK by the Iambic-Trochaic Law (ITL), intensity and duration have characteristic and separable effects on rhythmic grouping (ITL-based hypothesis) in a statistical learning task. Infants were familiarized with an artificial language (Experiments 1 and 3) or a tone stream (Experiment 2) in which there was an alternation in either intensity or duration. In addition to potential acoustic cues, the familiarization
sequences also contained statistical cues to word boundaries. In speech (Experiment 1) and nonspeech (Experiment 2) conditions, 9-month-old infants demonstrated discrimination patterns consistent with an ITL-based hypothesis: intensity signaled initial prominence and duration signaled final prominence. The results of Experiment 3, in which 6.5-month-old infants were familiarized with the speech streams from Experiment 1, suggest that there is a developmental change in infants’ willingness to treat increased duration as a cue to word offsets in fluent speech. Infants’ perceptual systems interact with linguistic experience to constrain how infants learn from their auditory environment. “
“Previous studies have shown that infants, including newborns, can match previously unseen and unheard human faces and vocalizations.