Karen Mattock

Learn More
Stimulation of one sensory modality can induce perceptual experiences in another modality that reflect synaesthetic correspondences among different dimensions of sensory experience. In visual-hearing synaesthesia, for example, higher pitched sounds induce visual images that are brighter, smaller, higher in space, and sharper than those induced by lower(More)
Certain correspondences between the sound and meaning of words can be observed in subsets of the vocabulary. These sound-symbolic relationships have been suggested to result in easier language acquisition, but previous studies have explicitly tested effects of sound symbolism on learning category distinctions but not on word learning. In 2 word learning(More)
Perceptual reorganisation of infants' speech perception has been found from 6 months for consonants and earlier for vowels. Recently, similar reorganisation has been found for lexical tone between 6 and 9 months of age. Given that there is a close relationship between vowels and tones, this study investigates whether the perceptual reorganisation for tone(More)
This article describes the results of two experiments. Experiment 1 was a cross-sectional study designed to explore developmental and cross-linguistic variation in the vowel space of 10- to 18-month-old infants, exposed to either Canadian English or Canadian French. Acoustic parameters of the infant vowel space were described (specifically the mean and(More)
English, French, and bilingual English-French 17-month-old infants were compared for their performance on a word learning task using the Switch task. Object names presented a /b/ vs. /g/ contrast that is phonemic in both English and French, and auditory strings comprised English and French pronunciations by an adult bilingual. Infants were habituated to two(More)
Learning word-referent mappings is complex because the word and its referent tend to co-occur with multiple other words and potential referents. Such complexity has led to proposals for a host of constraints on learning, though how these constraints may interact has not yet been investigated in detail. In this paper, we investigated interactions between(More)
Minar and Lewkowicz (2013) previously reported their failure to replicate the results of two experiments we published in this journal (Walker et al., 2010), despite using the same stimuli. Their commentary (Lewkowicz & Minar, 2014) now explains that the sound they used differed significantly from ours, and we show here how the nature of their sound(More)
Infants learn to map words onto situations, even though there is a bewildering array of potential referents for each word in their environment. Previous studies of cross-situational learning have shown that learning correspondences between words and referents is possible, when all words refer to objects. However, in child-directed speech, the infants’(More)