TY - JOUR
T1 - Infant-directed input and literacy effects on phonological processing
T2 - Non-word repetition scores among the Tsimane’
AU - Cristia, Alejandrina
AU - Farabolini, Gianmatteo
AU - Scaff, Camila
AU - Havron, Naomi
AU - Stieglitz, Jonathan
N1 - Publisher Copyright: © 2020 Cristia et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2020/9
Y1 - 2020/9
N2 - Language input in childhood and literacy (and/or schooling) have been described as two key experiences impacting phonological processing. In this study, we assess phonological processing via a non-word repetition (NWR) group game, in adults and children living in two villages of an ethnic group where infants are rarely spoken to, and where literacy is variable. We found lower NWR scores than in previous work for both children (N = 17; aged 1-12 years) and adults (N = 13; aged 18-60 years), which is consistent with the hypothesis that there would be long-term effects on phonological processing of experiencing low levels of directed input in infancy. Additionally, we found some evidence that literacy and/or schooling increases NWR scores, although results should be interpreted with caution given the small sample size. These findings invite further investigations in similar communities, as current results are most compatible with phonological processing being influenced by aspects of language experience that vary greatly between and within populations.
AB - Language input in childhood and literacy (and/or schooling) have been described as two key experiences impacting phonological processing. In this study, we assess phonological processing via a non-word repetition (NWR) group game, in adults and children living in two villages of an ethnic group where infants are rarely spoken to, and where literacy is variable. We found lower NWR scores than in previous work for both children (N = 17; aged 1-12 years) and adults (N = 13; aged 18-60 years), which is consistent with the hypothesis that there would be long-term effects on phonological processing of experiencing low levels of directed input in infancy. Additionally, we found some evidence that literacy and/or schooling increases NWR scores, although results should be interpreted with caution given the small sample size. These findings invite further investigations in similar communities, as current results are most compatible with phonological processing being influenced by aspects of language experience that vary greatly between and within populations.
UR - http://www.scopus.com/inward/record.url?scp=85090907211&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0237702
DO - 10.1371/journal.pone.0237702
M3 - Article
C2 - 32915785
SN - 1932-6203
VL - 15
JO - PLoS ONE
JF - PLoS ONE
IS - 9 September
M1 - e0237702
ER -