s éminaire de l'UMR 7023 à Paris 8 le 12.nov - exposé =?iso-8859-1?Q?_?=de Paula Fikkert (Nijmegen)

[elenasoleil]

L'UMR 7023 a le plaisir de vous inviter, dans le cadre de son
séminaire

http://www.umr7023.cnrs.fr/-Seminaire-de-l-UMR-7023,50-.html
<http://www.umr7023.cnrs.fr/-Seminaire-de-l-UMR-7023,50-.html>

à un exposé de





Paula Fikkert

(Radboud University Nijmegen)



Titre :

Learning sounds and words. Evidence from children's perception and
production





Date : le 12 novembre 2012

Heure : 10h00

Lieu :  Université de Paris 8 Vincennes – Saint Denis, salle D328

Plan d'accès:

http://www.umr7023.cnrs.fr/Plans-d-acces,672.html
<http://www.umr7023.cnrs.fr/Plans-d-acces,672.html>





Abstract

In this talk I will present an overview of several studies we have
carried out in the Baby Research Center in Nijmegen to study the
acquisition of various phonological contrasts by Dutch children, using
evidence from infant speech perception, word recognition and word
production in the second and third year of life.



One important asymmetry that has caused major misunderstandings in the
field of phonological acquisition is the gap between children's
knowledge as displayed in perception experiments and the knowledge
children bring to the task of language production. For example, while
children by the end of their first year of life show knowledge of the
sound system of their native language (they seem to know the speech
sounds of their language, its phonotactics, stress pattern, etc.), it
takes them quite some time before they show that same knowledge in their
own productions. Infant speech perception researchers have therefore
claimed that perception research provides a better way of tapping
children's grammatical knowledge.



The situation is even more complex: Infants show improved sensitivity to
native language contrasts in their first year of life (e.g., Kuhl et al.
2006). However, they show decreased sensitivity to the same contrasts in
word-learning experiments in the beginning of the second year of life
(e.g., Stager & Werker 1997), although they are still able to
discriminate these contrasts in other tasks. This suggests that next to
the discrimination of sound contrasts in the pre-lexical stage, in the
lexical stage of development another level of perception develops which
ignores many phonetic details. We assume that discrimination is based on
phonetic properties while word comprehension involves matching those
properties to stored phonological representations of words in the mental
lexicon. The reduced sensitivity to certain contrasts in word learning
might be caused by the nature of early lexical phonological
representations.



On the assumption that children use the same lexical phonological
representations for word comprehension and word production, we expect to
find similar problems in both areas: contrasts that are difficult in
comprehension (and hence affect their representation) should also cause
problems in production. We show that this is indeed the case. Under such
an account there are no major asymmetries between perception and
production: both are tightly connected.











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