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SCIL

The role of social cues for infant word learning

Total Cost €

0

EC-Contrib. €

0

Partnership

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Project "SCIL" data sheet

The following table provides information about the project.

Coordinator
ECOLE NORMALE SUPERIEURE 

Organization address
address: 45, RUE D'ULM
city: PARIS CEDEX 05
postcode: 75230
website: http://www.ens.fr

contact info
title: n.a.
name: n.a.
surname: n.a.
function: n.a.
email: n.a.
telephone: n.a.
fax: n.a.

 Coordinator Country France [FR]
 Project website https://sites.google.com/site/tsujish/projects
 Total cost 246˙668 €
 EC max contribution 246˙668 € (100%)
 Programme 1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
 Code Call H2020-MSCA-IF-2014
 Funding Scheme MSCA-IF-GF
 Starting year 2016
 Duration (year-month-day) from 2016-04-01   to  2019-03-31

 Partnership

Take a look of project's partnership.

# participants  country  role  EC contrib. [€] 
1    ECOLE NORMALE SUPERIEURE FR (PARIS CEDEX 05) coordinator 246˙668.00
2    THE TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA CORP US (PHILADELPHIA) partner 0.00

Map

 Project objective

Infants start knowing the meaning of some words by 6 months of age and by age two they know hundreds. The mechanisms behind the word learning processes subtending these feats are still poorly understood. Current accounts of infants’ word learning differ about the degree to which word learning is purely a product of increasingly sophisticated perceptual associations, versus a process in which associative learning is implicated, but the main engine of development is fundamentally social and timed by the infant’s grasp of the referential intentions of others when using language. The present project will explore the mechanisms behind word learning (1) by identifying the elements that lead to a word learning advantage in a social situation, (2) by assessing whether infants infer intention from social cues, or whether the latter merely refocus attention, and (3) by testing how long-term word learning is modulated by social cues in naturalistic situations. By assessing both infants (aged 6-10 months) and toddlers (aged 12-16 months), I will determine whether the mechanisms for word learning change with age. I will be able to characterize the role of social cues in young infants’ and toddlers' word learning for the first time by leveraging the cutting-edge technologies of gaze-contingent eye-tracking and infant-friendly automated toys.

 Publications

year authors and title journal last update
List of publications.
2018 Mathilde Fort, Imme Lammertink, Sharon Peperkamp, Adriana Guevara-Rukoz, Paula Fikkert, Sho Tsuji
Symbouki: a meta-analysis on the emergence of sound symbolism in early language acquisition
published pages: e12659, ISSN: 1363-755X, DOI: 10.1111/desc.12659
Developmental Science 2019-11-20
2017 Sho Tsuji, Alejandrina Cristia
Which Acoustic and Phonological Factors Shape Infants’ Vowel Discrimination? Exploiting Natural Variation in InPhonDB
published pages: 2108-2112, ISSN: , DOI: 10.21437/Interspeech.2017-1468
Interspeech 2017 2019-11-20
2018 Christina Bergmann, Sho Tsuji, Page E. Piccinini, Molly L. Lewis, Mika Braginsky, Michael C. Frank, Alejandrina Cristia
Promoting Replicability in Developmental Research Through Meta-analyses: Insights From Language Acquisition Research
published pages: , ISSN: 0009-3920, DOI: 10.1111/cdev.13079
Child Development 2019-11-20
2017 Christina Bergmann, Sho Tsuji, Alejandrina Cristia
Top-Down versus Bottom-Up Theories of Phonological Acquisition: A Big Data Approach
published pages: 2103-2107, ISSN: , DOI: 10.21437/Interspeech.2017-1443
Interspeech 2017 2019-11-20

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