Language Learning Principle(3)
언어 학습 원리
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In Experiment 1, the research team investigated whether infants could distinguish familiar words heard from a single speaker versus unfamiliar words heard from multiple speakers. They calculated the average looking times for each infant to analyze their responses to familiar and unfamiliar words.
For the analysis, the team used a mixed analysis of variance (ANOVA). Here, the "test type" (familiar words vs. unfamiliar words) was compared within subjects, while the "condition" (single speaker vs. multiple speakers) was compared between subjects. The analysis revealed a significant difference between familiar and unfamiliar words (F(1, 38) = 13.05, p = .0009, �² = .008), indicating that infants could distinguish between familiar and unfamiliar words. However, there was no interaction effect between the two conditions (F(1, 38) = .02, p = .88), suggesting that the learning effects were similar for both the single speaker and multiple speakers.
Further analysis comparing the two groups of infants confirmed that infants spent more time looking at familiar words in both conditions. Specifically, in the single speaker condition, infants looked at familiar words for an average of 5.2 seconds compared to 4.3 seconds for unfamiliar words, while in the multiple speaker condition, they looked at familiar words for 5.6 seconds compared to 4.6 seconds for unfamiliar words.
In this experiment, 14 out of 20 infants in the single speaker condition and 15 infants in the multiple speaker condition showed a preference for familiar words. These results suggest that infants can identify patterns even in noisy input and that there is no significant advantage to hearing the same words repeated by different speakers.
References
Potter, C. E., & Lew-Williams, C. (2019). Infants' selective use of reliable cues in multidimensional language input. Developmental Psychology, 55, 1-8.
