Can infants map meaning to newly segmented words? Statistical segmentation and word learning

Abstract

The present experiments investigated how the process of statistically segmenting words from fluent speech is linked to the process of mapping meanings to words. Seventeen-month-old infants first participated in a statistical word segmentation task, which was immediately followed by an object-label-learning task. Infants presented with labels that were words in the fluent speech used in the segmentation task were able to learn the object labels. However, infants presented with labels consisting of novel syllable sequences (nonwords; Experiment 1) or familiar sequences with low internal probabilities (part-words; Experiment 2) did not learn the labels. Thus, prior segmentation opportunities, but not mere frequency of exposure, facilitated infants' learning of object labels. This work provides the first demonstration that exposure to word forms in a statistical word segmentation task facilitates subsequent word learning.

Fig. 1

Experiment 1: mean looking times (±1 SE) on same and switch test trials for infants in the word and nonword conditions.

Fig. 2

Experiment 2: mean looking times (±1 SE) on same and switch test trials for infants in the word and part-word conditions.