Toddlers Process Common and Infrequent Childhood Mispronunciations Differently for Child and Adult Speakers
Bibliographic record
Abstract
Purpose This study examined toddlers' processing of mispronunciations based on their frequency of occurrence in child speech and the speaker who produced them. Method One hundred twenty 22-month-olds were assigned to 1 of 4 conditions. Using the intermodal preferential looking paradigm, toddlers were shown visual displays containing 1 familiar object and 1 novel object, labeled by either a child or an adult. Familiar objects were labeled correctly or with a small mispronunciation that is either common in child speech (e.g., waisin for raisin) or infrequent (e.g., rauter for water). Results A significant interaction of speaker and type of mispronunciation showed that, for the child speaker, toddlers treated common and infrequent mispronunciations similarly, with equivalently sized mispronunciation penalties relative to correctly pronounced labels. In contrast, for the adult speaker, toddlers showed a large penalty for common mispronunciations, but infrequent mispronunciations were treated equivalently to correct pronunciations. Conclusion These results both reinforce and extend previous work on toddlers' processing of mispronunciations by revealing a complex interplay of speaker, type of mispronunciation, and specific contrast in toddlers' perceptions of mispronunciations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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".