Recognition of function words in 8-month-old French-learning infants
Why this work is in the frame
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Bibliographic record
Abstract
Previous work has shown that German-learning 7-9-month-old infants recognize function words (Hoehle and Weissenborn, 2003). English-learning infants recognize function words around 10.5-11 months (Schafer et al. 1998; Shady, 1996; Shi et al., 2003, 2004), and the highly frequent determiner ‘‘the’’ at 8 months (Shi et al., 2004). The present study investigates French-learning infants’ recognition of function words. As French is a syllable-timing language, the fuller syllabic status may allow infants to recognize function words earlier than English-learning infants. Syntactically and morphologically, functional elements occur more systematically in French than in English, providing reliable statistical cues to functor segmentation. Using a preferential looking procedure, we familiarized 8-month-olds with a target function word (‘‘des,’’ ‘‘la,’’ ‘‘mes’’ or ‘‘ta’’), and tested them with phrases containing the target versus a non-target. Results showed that infants’ looking time to the phrases containing the targets versus those containing the non-targets differed significantly. Thus, infants recognized the target functors in continuous speech. As the targets included both high-frequency (‘‘des,’’ ‘‘la’’) and low-frequency (‘‘mes,’’ ‘‘ta’’) function words, we suggest that infants may begin segmenting high-frequency functors at an even younger age. The implications of early processing of function words to language acquisition will be discussed.
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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 | 0.001 | 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) | 0.001 | 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