Perception of Similar and Dissimilar Lexical Tones by Non‐Tone‐Learning Infants
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Bibliographic record
Abstract
This study examined the perception of Mandarin lexical tones by non‐tone‐learning infants. We tested French‐learning 4‐, 8‐, and 11‐month‐olds on Tone 2 (rising) versus Tone 3 (dipping), the most acoustically similar contrast in Mandarin, and on Tone 1 (high) versus Tone 4 (falling), acoustically more dissimilar contrast. We hypothesized that sensitivity should decline with age for the similar contrast, and the dissimilar contrast should remain more discriminable. Infants were habituated to one tone and tested with the same tone versus the contrastive tone. Results showed that the dissimilar T1–T4 contrast was consistently discriminated by all three ages, whereas the discrimination of the similar T2–T3 contrast revealed a tendency to decline over the ages. These results suggest that relative to consonants and vowels, perceptual sensitivity to lexical tones remains stronger in non‐tone‐learning infants. Discrimination of lexical tones is affected by both acoustic salience and perceptual attunement to the native‐language phonology.
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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