ArticleInfancy : the official journal of the International Society on Infant Studies2022
Talker variability shapes early word representations in English-learning 8-month-olds.
Article in Infancy : the official journal of the International Society on Infant Studies, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Phonological representation in English-learning infants' word comprehension.Developmental psychology · 2026Article
- Beyond adult speech: why research on language development should consider speech from children.Child development perspectives · 2026Article
- Infants Do Not Reliably Track When Bilingual Speakers Switch Languages.Behavioral sciences (Basel, Switzerland) · 2025Article
- Development in the comprehension of phonetically reduced spoken words.CogSci ... Annual Conference of the Cognitive Science Society. Cognitive Science Society (U.S.). Conference · 2025Article
- Linking acoustic variability in the infants' input to their early word production.Developmental science · 2024Article
- Conducting Developmental Research Online vs. In-Person: A Meta-Analysis.Open mind : discoveries in cognitive science · 2024Article
- Talker variability is not always the right noise: 14 month olds struggle to learn dissimilar word-object pairs under talker variability conditions.Journal of experimental child psychology · 2023Article
- Quantifying Talker Variability in North-American Infants' Daily Input.Cognitive science · 2021Article
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2 authors.
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Abstract
Infants must form appropriately specific representations of how words sound and what they mean. Previous research suggests that while 8-month-olds are learning words, they struggle with recognizing different-sounding instances of words (e.g., from new talkers) and with rejecting incorrect pronunciations. We asked how adding talker variability during learning may change infants' ability to learn and recognize words. Monolingual English-learning 7- to 9-month-olds heard a single novel word paired with an object in either a "no variability," "within-talker variability," or "between-talker variability" habituation. We then tested whether infants formed appropriately specific representations by changing the talker (Experiment 1a) or mispronouncing the word (Experiment 2) and by changing the trained word or object altogether (both experiments). Talker variability influenced learning. Infants trained with no-talker variability learned the word-object link, but failed to recognize the word trained by a new talker, and were insensitive to the mispronunciation. Infants trained with talker variability dishabituated only to the new object, exhibiting difficulty forming the word-object link. Neither pattern is adult-like. Results are reported for both in-lab and Zoom participants. Implications for the role of talker variability in early word learning are discussed.
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