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From sound to syntax: phonological constraints on children's lexical categorization of new words

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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From sound to syntax: phonological constraints on children's lexical categorization of new words. / Fitneva, Stanka A.; Christiansen, Morten H.; Monaghan, Padraic.
In: Journal of Child Language, Vol. 36, No. 5, 11.2009, p. 967-997.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Fitneva, SA, Christiansen, MH & Monaghan, P 2009, 'From sound to syntax: phonological constraints on children's lexical categorization of new words', Journal of Child Language, vol. 36, no. 5, pp. 967-997. https://doi.org/10.1017/S0305000908009252

APA

Fitneva, S. A., Christiansen, M. H., & Monaghan, P. (2009). From sound to syntax: phonological constraints on children's lexical categorization of new words. Journal of Child Language, 36(5), 967-997. https://doi.org/10.1017/S0305000908009252

Vancouver

Fitneva SA, Christiansen MH, Monaghan P. From sound to syntax: phonological constraints on children's lexical categorization of new words. Journal of Child Language. 2009 Nov;36(5):967-997. doi: 10.1017/S0305000908009252

Author

Fitneva, Stanka A. ; Christiansen, Morten H. ; Monaghan, Padraic. / From sound to syntax: phonological constraints on children's lexical categorization of new words. In: Journal of Child Language. 2009 ; Vol. 36, No. 5. pp. 967-997.

Bibtex

@article{c74b7460b9b545c48eaad1267a922892,
title = "From sound to syntax: phonological constraints on children's lexical categorization of new words",
abstract = "Two Studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends oil extensive experience with a language. Phonological Cues were assessed via phonological typicality - an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment I showed that when monolingual English-speaking seven-year-olds could rely oil learning by exclusion, phonological typicality only affected their initial Inferences about the words. Consistent with recent computational analyses, phonological Cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.",
keywords = "GRAMMATICAL CATEGORY ASSIGNMENTS, PHONOTACTIC PROBABILITY, LANGUAGE-DEVELOPMENT, DISTRIBUTIONAL CUES, MUTUAL EXCLUSIVITY, ACQUISITION, 2ND-LANGUAGE, PRINCIPLES, PERCEPTION, LABELS",
author = "Fitneva, {Stanka A.} and Christiansen, {Morten H.} and Padraic Monaghan",
year = "2009",
month = nov,
doi = "10.1017/S0305000908009252",
language = "English",
volume = "36",
pages = "967--997",
journal = "Journal of Child Language",
issn = "0305-0009",
publisher = "Cambridge University Press",
number = "5",

}

RIS

TY - JOUR

T1 - From sound to syntax: phonological constraints on children's lexical categorization of new words

AU - Fitneva, Stanka A.

AU - Christiansen, Morten H.

AU - Monaghan, Padraic

PY - 2009/11

Y1 - 2009/11

N2 - Two Studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends oil extensive experience with a language. Phonological Cues were assessed via phonological typicality - an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment I showed that when monolingual English-speaking seven-year-olds could rely oil learning by exclusion, phonological typicality only affected their initial Inferences about the words. Consistent with recent computational analyses, phonological Cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

AB - Two Studies examined the role of phonological cues in the lexical categorization of new words when children could also rely on learning by exclusion and whether the role of phonology depends oil extensive experience with a language. Phonological Cues were assessed via phonological typicality - an aggregate measure of the relationship between the phonology of a word and the phonology of words in the same lexical class. Experiment I showed that when monolingual English-speaking seven-year-olds could rely oil learning by exclusion, phonological typicality only affected their initial Inferences about the words. Consistent with recent computational analyses, phonological Cues had stronger impact on the processing of verb-like than noun-like items. Experiment 2 revealed an impact of French on the performance of seven-year-olds in French immersion when tested in a French language environment. Thus, phonological knowledge may affect lexical categorization even in the absence of extensive experience.

KW - GRAMMATICAL CATEGORY ASSIGNMENTS

KW - PHONOTACTIC PROBABILITY

KW - LANGUAGE-DEVELOPMENT

KW - DISTRIBUTIONAL CUES

KW - MUTUAL EXCLUSIVITY

KW - ACQUISITION

KW - 2ND-LANGUAGE

KW - PRINCIPLES

KW - PERCEPTION

KW - LABELS

U2 - 10.1017/S0305000908009252

DO - 10.1017/S0305000908009252

M3 - Journal article

VL - 36

SP - 967

EP - 997

JO - Journal of Child Language

JF - Journal of Child Language

SN - 0305-0009

IS - 5

ER -