Word Segmentation in Monolingual Infants Acquiring Canadian English and Canadian French: Native Language, Cross‐Dialect, and Cross‐Language Comparisons
Why this work is in the frame
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Bibliographic record
Abstract
In five experiments, we tested segmentation of word forms from natural speech materials by 8-month-old monolingual infants who are acquiring Canadian French or Canadian English. These two languages belong to different rhythm classes; Canadian French is syllable-timed and Canada English is stress-timed. Findings of Experiments 1, 2, and 3 show that 8-month-olds acquiring either Canadian French or Canadian English can segment bi-syllable words in their native language. Thus, word segmentation is not inherently more difficult in a syllable-timed compared to a stress-timed language. Experiment 4 shows that Canadian French-learning infants can segment words in European French. Experiment 5 shows that neither Canadian French- nor Canadian English-learning infants can segment two syllable words in the other language. Thus, segmentation abilities of 8-month-olds acquiring either a stress-timed or syllable-timed language are language specific.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it