Young children learning spanish make rapid use of grammatical gender in spoken word recognition

Psychological Science

Volumn 18, Issue 3, 2007, Pages 193-198

  Lew Williams, Casey ^a   Fernald, Anne ^a  

^a STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ADULT; ARTICLE; ASSOCIATION; AUDITORY STIMULATION; FEMALE; GENDER IDENTITY; HUMAN; LANGUAGE; LANGUAGE DEVELOPMENT; LEARNING; LINGUISTICS; MALE; METHODOLOGY; ORIENTATION; PHOTOSTIMULATION; PHYSIOLOGY; PRESCHOOL CHILD; REACTION TIME; RECOGNITION; SPEECH; SPEECH PERCEPTION; VISION;

ACOUSTIC STIMULATION; ADULT; CHILD LANGUAGE; CHILD, PRESCHOOL; CUES; FEMALE; GENDER IDENTITY; HUMANS; LANGUAGE; LEARNING; LINGUISTICS; MALE; ORIENTATION; PHOTIC STIMULATION; PSYCHOLINGUISTICS; REACTION TIME; RECOGNITION (PSYCHOLOGY); SPEECH; SPEECH PERCEPTION; VISUAL PERCEPTION;

EID: 34247179625     PISSN: 09567976     EISSN: 14679280     Source Type: Journal    
DOI: 10.1111/j.1467-9280.2007.01871.x     Document Type: Article

References (29)

1. Bates, E., Devescovi, A., Hernandez, A., & Pizzamiglio, L. (1996). Gender priming in Italian. Perception & Psychophysics, 58, 992-1004.
2. Brisk, M.E. (1976). The acquisition of Spanish gender by first grade Spanish-speaking children. In G.D. Keller, R.V. Teschner, & S. Viera (Eds.), Bilingualism in the bicentennial and beyond (pp. 143-160). Jamaica, NY: Bilingual Review Press.
3. Carroll, S. (1989). Second-language acquisition and the computational paradigm. Language Learning, 39, 535-594.
4. Corbett, G.G. (1991). Gender. Cambridge, England: Cambridge University Press.
5. Dahan, D., Swingley, D., Tanenhaus, M.K., & Magnuson, J.S. (2000). Linguistic gender and spoken-word recognition in French. Journal of Memory and language, 42, 465-480.
6. Fernald, A., & Hurtado, N. (2006). Names in frames: Infants interpret words in sentence frames faster than words in isolation. Developmental Science, 9, F33-F40.
7. Fernald, A., Perfors, A., & Marchman, V.A. (2006). Picking up speed in understanding: Speech processing efficiency and vocabulary growth across the 2nd year. Developmental Psychology, 42, 98-116.
8. Fernald, A., Pinto, J.P., Swingley, D., Weinberg, A., & McRoberts, G.W. (1998). Rapid gains in speed of verbal processing by infants in the 2nd year. Psychological Science, 9, 228-231.
9. Fernald, A., Swingley, D., & Pinto, J.P. (2001). When half a word is enough: Infants can recognize spoken words using partial phonetic information. Child Development, 72, 1003-1015.
10. Friederici, A.D., & Jacobsen, T. (1999). Processing grammatical gender during language comprehension. Journal of Psycholinguistic Research, 28, 467-484.
11. Grosjean, F., Dommergues, J.-Y., Cornu, E., Guillelmon, D., & Besson, C. (1994). The gender-marking effect in spoken word recognition. Perception & Psychophysics, 56, 590-598.
12. Guillelmon, D., & Grosjean, F. (2001). The gender marking effect in spoken word recognition: The case of bilinguals. Memory & Cognition, 29, 503-511.
13. Haith, M.M., Wentworth, N., & Canfield, R. (1993). The formation of expectations in early infancy. In C. Rovee-Collier & L. Lipsitt (Eds.), Advances in infancy research (Vol. 8, pp. 251-297). Westport, CT: Ablex.
14. Hurtado, N., Marchman, V.A., & Fernald, A. (2007). Spoken word recognition by Latino children learning Spanish as their first language. Journal of Child Language, 34, 227-249.
15. Jackson-Maldonado, D., Thal, D.J., Marchman, V.A., Bates, E., & Gutierrez-Clellen, V. (1993). Early lexical development in Spanish-speaking infants and toddlers. Journal of Child Language, 20, 523-549.
16. Kouider, S., Halberda, J., Wood, J., & Carey, S. (2006). Acquisition of English number marking: The singular-plural distinction. Language Learning and Development, 2, 1-25.
17. Kuhl, P.K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831-843.
18. Levelt, W.J.M., Roelofs, A., & Meyer, A.S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 1-75.
19. Mintz, T.H. (2003). Frequent frames as a cue for grammatical categories in child directed speech. Cognition, 90, 91-117.
20. Mirković, J., MacDonald, M.C., & Seidenberg, M.S. (2005). Where does gender come from? Evidence from a complex inflectional system. Language and Cognitive Processes, 20, 139-167.
21. Pérez-Pereira, M. (1991). The acquisition of gender: What Spanish children tell us. Journal of Child Language, 18, 571-590.
22. Pine, J.M., & Lieven, E.V.M. (1997). Slot and frame patterns and the development of the determiner category. Applied Psycholinguistics, 18, 123-138.
23. Scherag, A., Demuth, L., Rösler, F., Neville, H.J., & Röder, B. (2004). The effects of late acquisition of L2 and the consequences of immigration on L1 for semantic and morpho-syntactic language-aspects. Cognition, 93, B97-B108.
24. Swingley, D., & Aslin, R.N. (2002). lexical neighborhoods and the word-form representations of 14-month-olds. Psychological Science, 13, 480-484.
25. Swingley, D., Pinto, J.P., & Fernald, A. (1999). Continuous processing in word recognition at 24 months. Cognition, 71, 73-108.
26. Thorpe, K., & Fernald, A. (2006). Knowing what a novel word is not: Two-year-olds 'listen through' ambiguous adjectives in fluent speech. Cognition, 100, 389-433.
27. Werker, J.F. (1989). Becoming a native listener: A developmental perspective on human speech perception. American Scientist, 77, 54-59.
28. Wicha, N.Y.Y., Moreno, E.M., & Kutas, M. (2004). Anticipatory words and their gender: An event-related brain potential study of semantic integration, gender expectancy, and gender agreement in Spanish sentence reading. Journal of Cognitive Neuroscience, 16, 1272-1288.
29. Zangl, R., & Fernald, A. (in press). Increasing flexibility in children's online processing of grammatical and nonce determiners in fluent speech. Language Learning and Development.