title: Infants Encode Phonetic Detail during Cross-Situational Word Learning.
abstract: Infants often hear new words in the context of more than one candidate referent. In cross-situational word learning (XSWL), word-object mappings are determined by tracking co-occurrences of words and candidate referents across multiple learning events. Research demonstrates that infants can learn words in XSWL paradigms, suggesting that it is a viable model of real-world word learning. However, these studies have all presented infants with words that have no or minimal phonological overlap (e.g., BLICKET and GAX). Words often contain some degree of phonological overlap, and it is unknown whether infants can simultaneously encode fine phonological detail while learning words via XSWL. We tested 12-, 15-, 17-, and 20-month-olds' XSWL of eight words that, when paired, formed non-minimal pairs (MPs; e.g., BON-DEET) or MPs (e.g., BON-TON, DEET-DIT). The results demonstrated that infants are able to learn word-object mappings and encode them with sufficient phonetic detail as to identify words in both non-minimal and MP contexts. Thus, this work suggests that infants are able to simultaneously discriminate phonetic differences between words and map words to referents in an implicit learning paradigm such as XSWL.
authors.affiliation: The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, PenrithNSW, Australia; Centre of Excellence for the Dynamics of Language, Australian Research Council, CanberraACT, Australia.
authors.forename: Paola
authors.initials: P
authors.lastname: Escudero
authors.affiliation: The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, PenrithNSW, Australia; Centre of Excellence for the Dynamics of Language, Australian Research Council, CanberraACT, Australia.
authors.forename: Karen E
authors.initials: KE
authors.lastname: Mulak
authors.affiliation: Centre of Excellence for the Dynamics of Language, Australian Research Council, CanberraACT, Australia; Department of Educational Psychology, University of Wisconsin, MadisonWI, USA.
authors.forename: Haley A
authors.initials: HA
authors.lastname: Vlach
keywords: cross-situational learning; early word learning; lexical development; minimal pairs; phonetic detail; statistical learning