Mani, Nivedita

[["dc.bibliographiccitation.firstpage","191"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Developmental Psychology"],["dc.bibliographiccitation.lastpage","204"],["dc.bibliographiccitation.volume","52"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Grossmann, Tobias"],["dc.date.accessioned","2017-09-07T11:49:07Z"],["dc.date.available","2017-09-07T11:49:07Z"],["dc.date.issued","2015"],["dc.description.abstract","Recent studies suggest that infants’ audiovisual speech perception is influenced by articulatory experience (Mugitani et al., 2008; Yeung & Werker, 2013). The current study extends these findings by testing if infants’ emerging ability to produce native sounds in babbling impacts their audiovisual speech perception. We tested 44 6-month-olds on their ability to detect mismatches between concurrently presented auditory and visual vowels and related their performance to their productive abilities and later vocabulary size. Results show that infants’ ability to detect mismatches between auditory and visually presented vowels differs depending on the vowels involved. Furthermore, infants’ sensitivity to mismatches is modulated by their current articulatory knowledge and correlates with their vocabulary size at 12 months of age. This suggests that—aside from infants’ ability to match nonnative audiovisual cues (Pons et al., 2009)—their ability to match native auditory and visual cues continues to develop during the first year of life. Our findings point to a potential role of salient vowel cues and productive abilities in the development of audiovisual speech perception, and further indicate a relation between infants’ early sensitivity to audiovisual speech cues and their later language development."],["dc.identifier.doi","10.1037/a0039964"],["dc.identifier.gro","3150973"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7778"],["dc.language.iso","en"],["dc.notes.status","zu prüfen"],["dc.relation.issn","1939-0599"],["dc.title","Audiovisual speech perception in infancy: The influence of vowel identity and infants’ productive abilities on sensitivity to (mis)matches between auditory and visual speech cues."],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","625"],["dc.bibliographiccitation.issue","5"],["dc.bibliographiccitation.journal","Infancy"],["dc.bibliographiccitation.lastpage","647"],["dc.bibliographiccitation.volume","21"],["dc.contributor.author","Schreiner, Melanie Steffi"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:49:10Z"],["dc.date.available","2017-09-07T11:49:10Z"],["dc.date.issued","2016"],["dc.description.abstract","We examined 7.5-month-old infants' ability to segment words from infant- and adult-directed speech (IDS and ADS). In particular, we extended the standard design of most segmentation studies by including a phase where infants were repeatedly exposed to target word recordings at their own home (extended exposure) in addition to a laboratory-based familiarization. This enabled us to examine infants' segmentation of words from speech input in their naturalistic environment, extending current findings to learning outside the laboratory. Results of a modified preferential-listening task show that infants listened longer to isolated tokens of familiarized words from home relative to novel control words regardless of register. However, infants showed no recognition of words exposed to during purely laboratory-based familiarization. This indicates that infants succeed in retaining words in long-term memory following extended exposure and recognizing them later on with considerable flexibility. In addition, infants segmented words from both IDS and ADS, suggesting limited effects of speech register on learning from extended exposure in naturalistic environments. Moreover, there was a significant correlation between segmentation success and infants' attention to ADS, but not to IDS, during the extended exposure phase. This finding speaks to current language acquisition models assuming that infants' individual attention to language stimuli drives successful learning."],["dc.identifier.doi","10.1111/infa.12133"],["dc.identifier.gro","3150978"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7783"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1525-0008"],["dc.title","Early Word Segmentation in Naturalistic Environments: Limited Effects of Speech Register"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-11-14T13:12:47Z"],["dc.date.available","2017-11-14T13:12:47Z"],["dc.date.issued","2017"],["dc.description.abstract","The current study examines whether bilingual word recognition in spoken sentences is influenced by cross-lingual phonological similarity. ERPs were measured while German-English bilinguals listened to German sentences. Target words in the sentences were either German-English homophones (e.g., eagle – Igel 'hedgehog'), German words that were phonologically closely related to English words (e.g., kitten – Kittel 'smock'), or German words that had no phonological relation to English words (e.g., Ziegel 'brick'). ERPs to target words showed an N400-like facilitation effect for words with cross-lingual phonological overlap (homophones and German-English related words) compared to words with no cross-lingual overlap. However, these results were restricted to bilinguals who learned both languages before age 6, but not for those bilinguals who learned English after age 6. This suggests that early bilinguals activate words from both languages when processing spoken sentences in their dominant language-context. Bilinguals activate words from both languages when listening to spoken sentences: Evidence from an ERP-study. Available from: https://www.researchgate.net/publication/266358645_Bilinguals_activate_words_from_both_languages_when_listening_to_spoken_sentences_Evidence_from_an_ERP-study [accessed Nov 14 2017]."],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/9981"],["dc.language.iso","en"],["dc.notes.status","new -primates"],["dc.relation.conference","Thirty-third Annual Meeting of the Cognitive Science Society"],["dc.relation.eventend","2017"],["dc.relation.eventlocation","2017"],["dc.relation.eventstart","2017"],["dc.relation.ispartof","Proceedings of the Thirty-third Annual Meeting of the Cognitive Science Society"],["dc.title","Bilinguals activate words from both languages when listening to spoken sentences: Evidence from an ERP-study"],["dc.type","conference_paper"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","23"],["dc.bibliographiccitation.lastpage","38"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.editor","Mishra, Ramesh Kumar"],["dc.contributor.editor","Srinivasan, Narayanan"],["dc.contributor.editor","Huettig, Falk"],["dc.date.accessioned","2017-09-07T11:49:10Z"],["dc.date.available","2017-09-07T11:49:10Z"],["dc.date.issued","2015"],["dc.description.abstract","While there are numerous studies that investigate the amount of phonological detail associated with toddlers’ lexical representations of words and their sensitivity to mispronunciations of these words, research has only recently begun to address the mechanisms guiding the use of this detail during word recognition. The current chapter reviews the literature on experiments using the visual world paradigm to assess infant word recognition, in particular, the amount of attention infants pay to phonological detail in word recognition. We further present data from a novel study using a visual priming paradigm to assess the extent to which toddlers retrieve sub-phonemic detail during lexical access. The results suggest that both the retrieval of an object’s label and toddlers’ recognition of a word involve activation of not only phonemic but also sub-segmental information associated with the lexical representation of this word. We therefore conclude that lexical access in toddlers is mediated by sub-phonemic information."],["dc.identifier.doi","10.1007/978-81-322-2443-3_2"],["dc.identifier.gro","3150977"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7782"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.notes.submitter","chake"],["dc.publisher","Springer"],["dc.publisher.place","New Delhi"],["dc.relation.doi","10.1007/978-81-322-2443-3"],["dc.relation.isbn","978-81-322-2442-6"],["dc.relation.ispartof","Attention and vision in language processing"],["dc.title","Phonological Features Mediate Object-Label Retrieval and Word Recognition in the Visual World Paradigm"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","57"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Glossa (London)"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Hosemann, Jana"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Herrmann, Annika"],["dc.contributor.author","Steinbach, Markus"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.date.accessioned","2021-04-14T08:24:59Z"],["dc.date.available","2021-04-14T08:24:59Z"],["dc.date.issued","2020"],["dc.identifier.doi","10.5334/gjgl.1014"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/81486"],["dc.notes.intern","DOI Import GROB-399"],["dc.relation.eissn","2397-1835"],["dc.relation.orgunit","Abteilung Germanistische Linguistik"],["dc.title","Signs activate their written word translation in deaf adults: An ERP study on cross-modal co-activation in German Sign Language"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.subtype","original_ja"],["dspace.entity.type","Publication"]]

[["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.editor","Baiz, S."],["dc.date.accessioned","2017-11-14T13:48:14Z"],["dc.date.available","2017-11-14T13:48:14Z"],["dc.date.issued","2013"],["dc.description.abstract","Infants learn novel word-object pairings better when they have prior familiarity with either the label (Swingley, 2007; Graf Estes et al., 2007) or the object (Fennell, 2012; Kucker & Samuelson, 2012). This suggests that infants encode information about labels and objects, even when they do not know what they refer to or how they are labelled, and that they can use this knowledge for later word learning. The present study examines whether mere exposure to object and label facilitates word learning or whether consistency of cooccurrence between label and object also matters. We familiarized German 15- to 17-month-old infants with a novel object and a novel label in an animated story without explicitly associating the two with each other. Object and label merely co-occurred in the story. Subsequently, the infants participated in a word learning task. Results show that infants only showed evidence of word learning when the label and object presented in the story were also paired in the word learning task, suggesting that mere exposure to label and object has only limited effects on word learning and that infants readily use co-occurrence information to form label-object associations."],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/9984"],["dc.language.iso","en"],["dc.notes.status","zu prüfen"],["dc.publisher","Cascadilla Press"],["dc.publisher.place","Sommerville, MA"],["dc.relation.ispartof","Proceedings of the 37th Annual Boston University Conference on Language Development"],["dc.title","Effects of Pre-Exposure to Object and Label During Word Learning"],["dc.type","book_chapter"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","980"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.lastpage","990"],["dc.bibliographiccitation.volume","16"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:51:35Z"],["dc.date.available","2017-09-07T11:51:35Z"],["dc.date.issued","2013"],["dc.description.abstract","At about 7 months of age, infants listen longer to sentences containing familiar words – but not deviant pronunciations of familiar words (Jusczyk & Aslin, 1995). This finding suggests that infants are able to segment familiar words from fluent speech and that they store words in sufficient phonological detail to recognize deviations from a familiar word. This finding does not examine whether it is, nevertheless, easier for infants to segment words from sentences when these words sound similar to familiar words. Across three experiments, the present study investigates whether familiarity with a word helps infants segment similar-sounding words from fluent speech and if they are able to discriminate these similar-sounding words from other words later on. Results suggest that word-form familiarity may be a powerful tool bootstrapping further lexical acquisition."],["dc.identifier.doi","10.1111/desc.12071"],["dc.identifier.gro","3150984"],["dc.identifier.pmid","24118722"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7791"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1363-755X"],["dc.title","Word-form familiarity bootstraps infant speech segmentation"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","47"],["dc.bibliographiccitation.lastpage","70"],["dc.bibliographiccitation.seriesnr","2"],["dc.contributor.author","Bobb, Susan C."],["dc.contributor.author","Nauck, Layla Y. D."],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Von Holzen, Katie"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.editor","Schwieter, J. W."],["dc.date.accessioned","2017-11-14T12:43:26Z"],["dc.date.available","2017-11-14T12:43:26Z"],["dc.date.issued","2016"],["dc.description.abstract","Bilingual children, like bilingual adults, co-activate both languages during word recognition and production. But what is the extent of this co-activation? In the present study, we asked whether or not bilingual preschool children activate a shared phonological cohort across languages when hearing words only in their L1. We tested German-English children on a cross-modal priming paradigm. To ensure co-activation of languages, children first heard a short code-switch story. Compared to a monolingual control group, bilingual children in Experiment 1 showed only partial sensitivity to the L1 cohort. Bilingual children who did not hear the code-switch story (Experiment 2) showed priming effects identical to the monolinguals in Experiment 1. Results indicate that under single-language contexts, German-English bilingual preschoolers do not activate the non-target language cohort during word recognition but instead restrict cohort activation to the language of input. In contrast, presentation of the non-target language in the code-switch story appears to shift cohort activation and increase L2 activation, suggesting a highly flexible language system that is in tune to the broader linguistic context. We consider mechanisms of bilingual language control that may enable bilingual toddlers to limit cross-language phonological activation."],["dc.identifier.doi","10.1075/bpa.2.03bob"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/9976"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.publisher","John Benjamins Publishing"],["dc.publisher.place","Amsterdam"],["dc.relation.crisseries","Bilingual Processing and Acquisition"],["dc.relation.eisbn","978-90-272-6672-9"],["dc.relation.isbn","978-90-272-4372-0"],["dc.relation.ispartof","Cognitive control and consequences in the multilingual mind"],["dc.relation.ispartofseries","Bilingual Processing and Acquisition; 2"],["dc.title","Listening with your cohort: Do bilingual toddlers co-activate cohorts from both languages when hearing words in one language alone?"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1030"],["dc.bibliographiccitation.issue","6"],["dc.bibliographiccitation.journal","Infancy"],["dc.bibliographiccitation.lastpage","1052"],["dc.bibliographiccitation.volume","18"],["dc.contributor.author","Altvater-Mackensen, Nicole"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:49:06Z"],["dc.date.available","2017-09-07T11:49:06Z"],["dc.date.issued","2013"],["dc.description.abstract","While the specificity of infants' early lexical representations has been studied extensively, researchers have only recently begun to investigate how words are organized in the developing lexicon and what mental representations are activated during processing of a word. Integrating these two lines of research, the current study asks how specific the phonological match between a perceived word and its stored form has to be in order to lead to (cascaded) lexical activation of related words during infant lexical processing. We presented German 24-month-olds with a cross-modal semantic priming task where the prime word was either correctly or incorrectly pronounced. Results indicate that correct pronunciations and mispronunciations both elicit similar semantic priming effects, suggesting that the infant word recognition system is flexible enough to handle deviations from the correct form. This might be an important prerequisite to children's ability to cope with imperfect input and to recognize words under more challenging circumstances."],["dc.identifier.doi","10.1111/infa.12022"],["dc.identifier.gro","3150971"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7777"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1525-0008"],["dc.title","The Impact of Mispronunciations on Toddler Word Recognition: Evidence for Cascaded Activation of Semantically Related Words from Mispronunciations of Familiar Words"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]