Segmenting words from fluent speech during infancy – challenges and opportunities in a bilingual context
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Previous research shows that word segmentation is a language-specific skill. Here, we tested segmentation of bi-syllabic words in two languages (French; English) within the same infants in a single test session. In Experiment 1, monolingual 8-month-olds (French; English) segmented bi-syllabic words in their native language, but not in an unfamiliar and rhythmically different language. In Experiment 2, bilingual infants acquiring French and English demonstrated successful segmentation for French when it was tested first, but not for English and not for either language when tested second. There were no effects of language exposure on this pattern of findings. In Experiment 3, bilingual infants segmented the same English materials used in Experiment 2 when they were tested using the standard segmentation procedure, which provided more exposure to the test stimuli. These findings show that segmenting words in both their native languages in the dual-language task poses a distinct challenge for bilingual 8-month-olds acquiring French and English. Further research exploring early word segmentation will advance our understanding of bilingual acquisition and expand our fundamental knowledge of language and cognitive development.
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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