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Learning words and learning sounds: Advances in language development
Author(s) -
Vihman Marilyn M.
Publication year - 2017
Publication title -
british journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.536
H-Index - 92
eISSN - 2044-8295
pISSN - 0007-1269
DOI - 10.1111/bjop.12207
Subject(s) - psychology , phonological development , perception , phonology , cognitive psychology , phonological rule , speech perception , word learning , language acquisition , matching (statistics) , learning to read , contrast (vision) , process (computing) , phonetics , word (group theory) , linguistics , artificial intelligence , computer science , vocabulary , neuroscience , pedagogy , philosophy , statistics , mathematics education , mathematics , literacy , operating system
Phonological development is sometimes seen as a process of learning sounds, or forming phonological categories, and then combining sounds to build words, with the evidence taken largely from studies demonstrating ‘perceptual narrowing’ in infant speech perception over the first year of life. In contrast, studies of early word production have long provided evidence that holistic word learning may precede the formation of phonological categories. In that account, children begin by matching their existing vocal patterns to adult words, with knowledge of the phonological system emerging from the network of related word forms. Here I review evidence from production and then consider how the implicit and explicit learning mechanisms assumed by the complementary memory systems model might be understood as reconciling the two approaches.