Learning words and learning sounds: Advances in language development

• Published in: The British journal of psychology Vol. 108; no. 1; pp. 1 - 27
• Main Author: Vihman, Marilyn M.
• Format: Journal Article
• Language: English
• Published: England British Psychological Society 01.02.2017
• Subjects: Adult; complementary systems model; exemplars; Explicit learning; First year; Humans; Infant; Knowledge; Language acquisition; Language Development; Learning; Memory; perceptual narrowing; Phonetics; phonological development; phonological template; Sound; Speech; Speech Perception; speech sounds; Vocabulary development; vocal motor scheme; word learning; Word production; phonological development; speech sounds; exemplars; vocal motor scheme; perceptual narrowing; word learning; complementary systems model; phonological template
• ISSN: 0007-1269; 2044-8295
• DOI: 10.1111/bjop.12207

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.