Frequency factor in the segmentation of function words in French-learning infants
Bibliographic record
Abstract
Previous work showed that 8-month-old French-learning infants segment both highly and moderately frequent function words from continuous speech [Shi and Gauthier, J. Acoust. Soc. Am. 117, 2426 (2005)]. In the present study we examine if high-frequency function words are segmented by even younger infants. Participants were 6-month-old Quebec-French-learning infants. As in the previous study, infants in the high-frequency condition were familiarized with a target functor (des or la) and were then tested with phrases containing the target versus those containing the nontarget. Thus, for infants familiarized to la, la-phrases were the target phrases and des-phrases were the nontarget phrases during Test. The reverse was the case when des was the familiarization target. The lower-frequency condition included a target functor mes versus ta (prosodically analogous to the functors in the high-frequency condition). The results show that 6-month-olds listened significantly longer to phrases containing the familiarized target than those containing the nontarget during Test, suggesting that they segmented the target. No difference was observed in the lower-frequency condition. Thus, while 8-month-olds segmented both high- and lower-frequency functors [Shi and Gauthier, J. Acoust. Soc. Am. 117, 2426 (2005)], 6-month-olds showed evidence of segmentation only for high-frequency functors. These findings suggest that frequency is a determining factor in the development of the segmentation of function words.
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 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) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".