Summary: According to researchers, babies find it easier to grasp the names of objects with repeated syllables over words with non-identical syllables.
Source: University of Edinburgh
Babies find it easier to learn words with repetitive syllables rather than mixed sounds, a study suggests.
Assessments of language learning in 18-month-olds suggest that children are better at grasping the names of objects with repeated syllables, over words with non-identical syllables.
Researchers say the study may help explain why some words or phrases, such as ‘train’ and ‘good night’, have given rise to versions with repeated syllables, such as choo-choo and night-night.
The researchers say such words are easier for infants to learn, and may provide them with a starter point for vocabulary learning.
A team from the University of Edinburgh assessed the infants’ language learning behaviour in a series of visual and attention tests using pictures on a computer screen of two unfamiliar objects.
The two objects were named with made-up words which were communicated to the infants by a recorded voice – one with two identical syllables, for example neenee, and the other without repeated syllables, such as bolay.
The infants were then tested for their recognition of each made-up word. Recordings of their eye movements showed they looked more reliably at the object labelled with repeated syllables, than the other object.
Researchers validated their results with a control test, in which the infants responded to pictures of familiar objects – such as a dog or an apple.
Previous studies show that infants more easily learn patterns involving repetition in visual sequences and musical notes. Researchers say these latest findings show that this tendency also applies to word learning.
Lead researcher Mitsuhiko Ota, of the University of Edinburgh’s School of Philosophy, Psychology and Language Sciences, said: “This is the first evidence to show that infants have a repetition bias in learning new words. It also shows that there may be a good reason why in so many cultures across the world, existing adult words and expressions are replaced by words with repeated syllables in baby-talk vocabulary. Some examples could be tum-tum, mama, dada, din-din and wee-wee.”
Source: Joanne Morrison – University of Edinburgh
Image Source: This NeuroscienceNews.com image is in the public domain.
Original Research: Abstract for “Reduplicated Words Are Easier to Learn” by Mitsuhiko Ota and Barbora Skarabela in Language Learning and Development. Published online May 25 2016 doi:10.1080/15475441.2016.1165100
[cbtabs][cbtab title=”MLA”]University of Edinburgh “Baby Talk: Words With Repeated Sounds Help Infants Learn Language.” NeuroscienceNews. NeuroscienceNews, 27 May 2016.
<https://neurosciencenews.com/baby-language-learning-4325/>.[/cbtab][cbtab title=”APA”]University of Edinburgh (2016, May 27). Baby Talk: Words With Repeated Sounds Help Infants Learn Language. NeuroscienceNews. Retrieved May 27, 2016 from https://neurosciencenews.com/baby-language-learning-4325/[/cbtab][cbtab title=”Chicago”]University of Edinburgh “Baby Talk: Words With Repeated Sounds Help Infants Learn Language.” https://neurosciencenews.com/baby-language-learning-4325/ (accessed May 27, 2016).[/cbtab][/cbtabs]
Abstract
Reduplicated Words Are Easier to Learn
Infants’ disposition to learn repetitions in the input structure has been demonstrated in pattern generalization (e.g., learning the pattern ABB from the token ledidi). This study tested whether a repetition advantage can also be found in lexical learning (i.e., learning the word lele vs. ledi). Twenty-four English-learning infants (mean age: 18.5 months) were exposed to novel word-object mappings involving either a reduplicated CVCV word (e.g., neenee) or a nonreduplicated CVCV word (e.g, bolay). Infants were more adept at learning word-object mappings with a reduplicated word than with a nonreduplicated word. A follow-up corpus analysis of infant-directed speech showed that this preference could not be attributed to the frequency patterns of reduplicated words or syllables in the linguistic input. These findings indicate that an experience-independent bias toward repeated elements plays an important role not only in pattern generalization but also in word learning.
“Reduplicated Words Are Easier to Learn” by Mitsuhiko Ota and Barbora Skarabela in Language Learning and Development. Published online May 25 2016 doi:10.1080/15475441.2016.1165100
