Social Interaction in Infants' Learning of Second-Language Phonetics: An Exploration of Brain-Behavior Relations

被引：43

作者：

Conboy, Barbara T. ^{[1
,2
]}

Brooks, Rechele ^{[1
]}

Meltzoff, Andrew N. ^{[1
]}

Kuhl, Patricia K. ^{[1
]}

机构：

[1] Univ Washington, Inst Learning & Brain Sci, Seattle, WA 98195 USA

[2] Univ Redlands, Dept Communicative Disorders, Redlands, CA 92373 USA

来源：

DEVELOPMENTAL NEUROPSYCHOLOGY | 2015年 / 40卷 / 04期

关键词：

VISUAL LANGUAGE DISCRIMINATION; PHONEME REPRESENTATIONS; VOCABULARY GROWTH; SPEECH-PERCEPTION; JOINT ATTENTION; ACQUISITION; POTENTIALS; EXPERIENCE; SOUNDS; 1ST;

D O I：

10.1080/87565641.2015.1014487

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Infants learn phonetic information from a second language with live-person presentations, but not television or audio-only recordings. To understand the role of social interaction in learning a second language, we examined infants' joint attention with live, Spanish-speaking tutors and used a neural measure of phonetic learning. Infants' eye-gaze behaviors during Spanish sessions at 9.5-10.5 months of age predicted second-language phonetic learning, assessed by an event-related potential measure of Spanish phoneme discrimination at 11 months. These data suggest a powerful role for social interaction at the earliest stages of learning a new language.

引用

页码：216 / 229

页数：14

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