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This content will become publicly available on August 23, 2024

Title: Relating referential clarity and phonetic clarity in infant‐directed speech
Abstract Research Highlights

In parent‐infant interaction, parents’ referential intentions are sometimes clear and sometimes unclear; likewise, parents’ pronunciation is sometimes clear and sometimes quite difficult to understand.

We find that clearer referential instances go along with clearer phonetic instances, more so than expected by chance.

Thus, there are globally valuable instances (“gems”) from which children could learn about words’ pronunciations and words’ meanings at the same time.

Homing in on clear phonetic instances and filtering out less‐clear ones would help children identify these multimodal “gems” during word learning.

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Developmental Science
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Sponsoring Org:
National Science Foundation
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