Talker familiarity and spoken word recognition in school-age children

Research output: Contribution to journalArticle

Abstract

Research with adults has shown that spoken language processing is improved when listeners are familiar with talkers' voices, known as the familiar talker advantage. The current study explored whether this ability extends to school-age children, who are still acquiring language. Children were familiarized with the voices of three German-English bilingual talkers and were tested on the speech of six bilinguals, three of whom were familiar. Results revealed that children do show improved spoken language processing when they are familiar with the talkers, but this improvement was limited to highly familiar lexical items. This restriction of the familiar talker advantage is attributed to differences in the representation of highly familiar and less familiar lexical items. In addition, children did not exhibit accent-general learning; despite having been exposed to German-accented talkers during training, there was no improvement for novel German-accented talkers.

Original languageEnglish (US)
Pages (from-to)843-872
Number of pages30
JournalJournal of Child Language
Volume42
Issue number4
DOIs
StatePublished - Jul 26 2015

Fingerprint

Language
spoken language
school
Sodium Glutamate
Aptitude
listener
Learning
Recognition (Psychology)
Spoken Word Recognition
Talkers
Familiarity
School-age children
ability
language
Research
learning
Spoken Language Processing
Lexical Item

ASJC Scopus subject areas

  • Linguistics and Language
  • Language and Linguistics
  • Psychology(all)
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology

Cite this

Talker familiarity and spoken word recognition in school-age children. / Levi, Susannah.

In: Journal of Child Language, Vol. 42, No. 4, 26.07.2015, p. 843-872.

Research output: Contribution to journalArticle

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