Speech Perception by 6‐to 8‐Month‐Olds in the Presence of Distracting Sounds
Why this work is in the frame
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Bibliographic record
Abstract
The role of selective attention in infant phonetic perception was examined using a distraction masker paradigm. We compared perception of /bu/ versus /gu/ in 6‐ to 8‐month‐olds using a visual fixation procedure. Infants were habituated to multiple natural productions of 1 syllable type and then presented 4 test trials (old‐new‐old‐new). Perception of the new syllable (indexed as novelty preference) was compared across 3 groups: habituated and tested on syllables in quiet (Group 1), habituated and tested on syllables mixed with a nonspeech signal (Group 2), and habituated with syllables mixed with a non‐speech signal and tested on syllables in quiet (Group 3). In Groups 2 and 3, each syllable was mixed with a segment spliced from a recording of bird and cricket songs. This nonspeech signal has no overlapping frequencies with the syllable; it is not expected to alter the sensory structure or perceptual coherence of the syllable. Perception was negatively affected by the presence of the auditory distracter during habituation; individual performance levels also varied more in these groups. The findings show that perceiving speech in the presence of irrelevant sounds poses a cognitive challenge for young infants. We conclude that selective attention is an important skill that supports speech perception in infants; the significance of this skill for language learning during infancy deserves investigation.
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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 | 0.000 | 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