Young infants encode lexical stress in newly encountered words |
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| Authors: | Suzanne Curtin |
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| Affiliation: | 1. Aix-Marseille Université, CNRS, LPL-UMR7309, 5 avenue Pasteur, 13100 Aix-en-Provence, France;2. Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany;3. University of Oxford, Oxford, UK;1. Chemical Engineering Discipline, School of Engineering, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia;2. Department of Chemical Engineering, Faculty of Engineering, University of Malaya, 50603 Kuala Lumpur, Malaysia;3. Mechanical Engineering Discipline, School of Engineering, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia;4. Multidisciplinary Platform of Advanced Engineering, Monash University Malaysia, Jalan Lagoon Selatan, 47500 Bandar Sunway, Selangor, Malaysia;1. Departamento de Metodología, Universitat de València, 46010 Valencia, Spain;2. BCBL, Basque Center for Cognition, Brain, and Language, 20009 Donostia-San Sebastián, Spain;3. Department of Psychology, DePaul University, Chicago, IL 60604, USA;1. Department of Psychology, Fujian Normal University, Fuzhou, China;2. Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, Beijing, China;1. Department of Linguistics, University of Alberta, Edmonton, Canada T6G 2E7;2. Department of Linguistics, Goethe-University, Norbert-Wollheim-Platz 1, 60629 Frankfurt am Main, Germany;3. Institute of Behavioural Sciences, Speech Sciences, PO Box 9, 00014 University of Helsinki, Finland |
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| Abstract: | In this study, we examined the nature of infants’ representations of newly encountered word forms. Using a word–object association task, we taught 14-month-olds novel three-syllable words differing in segments and stress patterns. At test, we manipulated the stress pattern of the word or the position of the stressed syllable in the word. Our findings reveal that young infants store the stress information about the word, including the position in which the stressed syllable occurs, suggesting that infants form prosodically rich lexical representations of newly encountered words. |
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