Golinkoff, R.M. & Alioto, A. (1995). Infant-directed speech facilitates lexical learning in adults hearing Chinese: implications for language acquisition. J Child Lang, 22, 703-720.
Characteristics and functions of ID speech (compared to ADS)
- slower speech rate
- extended frequency rage
- higher overal fundamental frequency
- repeated pitch contours
- marked intensity shiefts
- longer pauses
- simplified vocab
- lengthened vowels
Advantages of CDS
- intonational highlighting increases perceptual salience (Bock & Mazzella, 1983)
- seems to communicate positive affect (smiles from young infants are more effectively elicited by high-pitched human voice than by visual or other auditory stimuli – Wolf, 1963)
- increases eye-gaze in children (Santarcangelo & Dyer, 1988)
- generates greater attentiveness (Werker & McLeod, 1989)
- helps early word learning when highlighted word is at the end of a sentence due to both quality of input and recency effect (Fernald & Mazzie, 1991)
Exp 1: Can lexical learning (in foreign lang) for adults be facilitated by IDS?
- Monolingual Eng speakers assigned to either ID group or AD group
- Subjs looked at slides of common objects and hear an audio naming and talking about the objects in Chinese. Subjs asked to look at slide and focus on what is being siad.
- Test: Given 10 numbered Chinese words with 3 choices of English words to choose from. Then heard a speaker name those words in ADS and had to choose the correct Eng equivalent.
- Results: ID group (~65%) > AD group (~40% correct)
Exp 2: Does IDS help when placed in any part of the sentence or only in the final position?
- Subjs divided into 2 groups: target word medial and target word final (position)
- Same procedures as Exp 1
- Results: There was an interaction between IDS and sentence position. That is, IDS only had an effect on lexical learning when the target word was in the utterance-final position.
- IDS final > ADS final=IDS media