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English-learning one- to two-year-olds do not show a consonant bias in word learning

FLOCCIA, CAROLINE and NAZZI, THIERRY and DELLE LUCHE, CLAIRE and POLTROCK, SILVANA and GOSLIN, JEREMY (2014) 'English-learning one- to two-year-olds do not show a consonant bias in word learning.' Journal of Child Language, 41 (5). 1085 - 1114. ISSN 0305-0009

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Abstract

<jats:title>ABSTRACT</jats:title><jats:p>Following the proposal that consonants are more involved than vowels in coding the lexicon (Nespor, Peña &amp; Mehler, 2003), an early lexical consonant bias was found from age 1;2 in French but an equal sensitivity to consonants and vowels from 1;0 to 2;0 in English. As different tasks were used in French and English, we sought to clarify this ambiguity by using an interactive word-learning study similar to that used in French, with British-English-learning toddlers aged 1;4 and 1;11. Children were taught two CVC labels differing on either a consonant or vowel and tested on their pairing of a third object named with one of the previously taught labels, or part of them. In concert with previous research on British-English toddlers, our results provided no evidence of a general consonant bias. The language-specific mechanisms explaining the differential status for consonants and vowels in lexical development are discussed.</jats:p>

Item Type: Article
Subjects: P Language and Literature > P Philology. Linguistics
Divisions: Faculty of Social Sciences > Language and Linguistics, Department of
Depositing User: Jim Jamieson
Date Deposited: 07 Jul 2015 10:13
Last Modified: 22 Apr 2019 13:15
URI: http://repository.essex.ac.uk/id/eprint/14250

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