Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning

By Patricia K. Kuhl, Feng-Ming Tsao, Huei-Mei Liu. 2003

1,178 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

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In Developmental and Educational Psychology

Citations in the corpus

Early Experience & Multisensory Perceptual Narrowing (2014, background): “Third, auditory and visual narrowing can be prevented and/or reversed through “training” with non-native inputs during the sensitive period (Anzures et al., 2012; Hannon & Trehub, 2005b; Kuhl et al., 2003; Pascalis et al., 2005; Scott & Monesson, 2009).”
Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e) (2008, methodology): “First, our own data suggest some degree of durability; infants in the Mandarin exposure studies (Kuhl et al. 2003) returned to the laboratory between 2 and 12 days after the final exposure session to complete their behavioural Mandarin discrimination tests.”
Critical periods in speech perception: new directions. (2015, background): “D ow nl oa de d fr om w w w .a nn ua lr ev ie w s. or g A cc es s pr ov id ed b y 19 0.”
Television and Very Young Children (2005, background): “Kuhl, Tsao, and Liu (2003) exposed American infants to contrasts found in Mandarin.”
Naturalistic Developmental Behavioral Interventions: Empirically Validated Treatments for Autism Spectrum Disorder (2015, background): “This research shows that children learn best when they are engaged as active participants (Kuhl et al. 2003; Gibson 1973; Yurovsky et al. 2013), in developmentally appropriate learning experiences (Bruner 1983; Vygotsky 1962), and in contexts meaningful to the child (Kuhl et al. 2003).”
Live face-to-face interaction during fMRI: a new tool for social cognitive neuroscience (2010, positive): “…example, infants learn a novel language from a live interaction with a speaker, but not from the same information presented via a video recording (Kuhl et al., 2003). dMPFC is not recruited during live social interaction Previous studies of social interaction have utilized varied approaches,…”
Where language meets attention: How contingent interactions promote learning (2021, background): “They found that infants maintained their ability to distinguish Mandarin phonemes after interacting with a Mandarin-speaking adult, but not after hearing Mandarin speech from a video or audio recording (Kuhl et al., 2003).”