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.bibliographiccitation.firstpage","98"],["dc.bibliographiccitation.journal","Cognition"],["dc.bibliographiccitation.lastpage","102"],["dc.bibliographiccitation.volume","160"],["dc.contributor.author","Schreiner, Melanie Steffi"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:51:36Z"],["dc.date.available","2017-09-07T11:51:36Z"],["dc.date.issued","2017"],["dc.description.abstract","While American English infants typically segment words from fluent speech by 7.5-months, studies of infants from other language backgrounds have difficulty replicating this finding. One possible explanation for this cross-linguistic difference is that the input infants from different language backgrounds receive is not as infant-directed as American English infant-directed speech (Floccia et al., 2016). Against this background, the current study investigates whether German 7.5- and 9-month-old infants segment words from fluent speech when the input is prosodically similar to American English IDS. While 9-month-olds showed successful segmentation of words from exaggerated IDS, 7.5-month-olds did not. These findings highlight (a) the beneficial impact of exaggerated IDS on infant speech segmentation, (b) cross-linguistic differences in word segmentation that are based not just on the kind of input available to children and suggest (c) developmental differences in the role of IDS as an attentional spotlight in speech segmentation."],["dc.identifier.doi","10.1016/j.cognition.2016.12.003"],["dc.identifier.gro","3151000"],["dc.identifier.pmid","28088040"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7809"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","0010-0277"],["dc.title","Listen up! Developmental differences in the impact of IDS on speech segmentation"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.contributor.author","Eiteljoerge, Sarah F. V."],["dc.contributor.author","Adam, Maurits"],["dc.contributor.author","Elsner, Birgit"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2019-07-24T11:30:26Z"],["dc.date.available","2019-07-24T11:30:26Z"],["dc.date.issued","2018"],["dc.description.abstract","Communication with young children is often multimodal in nature, involving, for example, language and actions. This multimodal input supports language learning when it highlights the connection of word and object. But multimodal input can also guide the child’s attention away from the language input, and thus, exacerbate learning. In the current study, we therefore examined the influence of semantic consistency of actions on early word learning. Children (18 months, 30 months, 36 - 48 months) and adults were presented with two novel objects and their novel labels while different actions were performed on these objects, such that the pairing of actions and objects was either consistent (Consistent group) or varied across trials (Inconsistent group). At test, participants saw both objects and heard one of the labels to examine participants’ target looking upon hearing its label. Only 3- to 4-year-olds and adults learned word-object associations with the children benefiting from consistent and adults from the inconsistent action presentations. Thus, consistency in the multimodal input facilitated word learning in early childhood. In terms of a dynamic systems account of word learning, our study shows how multimodal learning settings interact with the child’s perceptual abilities, and how the interaction can therefore shape the learning experience."],["dc.identifier.doi","10.31234/osf.io/btkg8"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/62008"],["dc.language.iso","en"],["dc.title","Semantic consistency of actions influences young children’s word learning"],["dc.type","preprint"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","297"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Journal of Experimental Child Psychology"],["dc.bibliographiccitation.lastpage","308"],["dc.bibliographiccitation.volume","115"],["dc.contributor.author","Bobb, Susan"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:49:08Z"],["dc.date.available","2017-09-07T11:49:08Z"],["dc.date.issued","2013"],["dc.description.abstract","The current study investigated the interaction of implicit grammatical gender and semantic category knowledge during object identification. German-learning toddlers (24-month-olds) were presented with picture pairs and heard a noun (without a preceding article) labeling one of the pictures. Labels for target and distracter images either matched or mismatched in grammatical gender and either matched or mismatched in semantic category. When target and distracter overlapped in both semantic and gender information, target recognition was impaired compared with when target and distracter overlapped on only one dimension. Results suggest that by 24 months of age, German-learning toddlers are already forming not only semantic but also grammatical gender categories and that these sources of information are activated, and interact, during object identification."],["dc.identifier.doi","10.1016/j.jecp.2013.02.006"],["dc.identifier.gro","3150975"],["dc.identifier.pmid","23563160"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7780"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","0022-0965"],["dc.title","Categorizing with gender: Does implicit grammatical gender affect semantic processing in 24-month-old toddlers?"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","2189"],["dc.bibliographiccitation.issue","11"],["dc.bibliographiccitation.journal","The Quarterly Journal of Experimental Psychology"],["dc.bibliographiccitation.lastpage","2201"],["dc.bibliographiccitation.volume","69"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Daum, Moritz M."],["dc.contributor.author","Huettig, Falk"],["dc.date.accessioned","2017-09-07T11:51:36Z"],["dc.date.available","2017-09-07T11:51:36Z"],["dc.date.issued","2015"],["dc.description.abstract","The anticipation of the forthcoming behaviour of social interaction partners is a useful ability supporting interaction and communication between social partners. Associations and prediction based on the production system (in line with views that listeners use the production system covertly to anticipate what the other person might be likely to say) are two potential factors, which have been proposed to be involved in anticipatory language processing. We examined the influence of both factors on the degree to which listeners predict upcoming linguistic input. Are listeners more likely to predict book as an appropriate continuation of the sentence “The boy reads a”, based on the strength of the association between the words read and book (strong association) and read and letter (weak association)? Do more proficient producers predict more? What is the interplay of these two influences on prediction? The results suggest that associations influence language-mediated anticipatory eye gaze in two-year-olds and adults only when two thematically appropriate target objects compete for overt attention but not when these objects are presented separately. Furthermore, children's prediction abilities are strongly related to their language production skills when appropriate target objects are presented separately but not when presented together. Both influences on prediction in language processing thus appear to be context dependent. We conclude that multiple factors simultaneously influence listeners\\’ anticipation of upcoming linguistic input and that only such a dynamic approach to prediction can capture listeners\\’ prowess at predictive language processing."],["dc.identifier.doi","10.1080/17470218.2015.1111395"],["dc.identifier.gro","3150999"],["dc.identifier.pmid","26595092"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7807"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1747-0218"],["dc.subject","Prediction; Associative strength; Vocabulary development; Production; Children"],["dc.title","“Proactive” in many ways: Developmental evidence for a dynamic pluralistic approach to prediction"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","no"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","476"],["dc.bibliographiccitation.issue","3"],["dc.bibliographiccitation.journal","Bilingualism: Language and Cognition"],["dc.bibliographiccitation.lastpage","499"],["dc.bibliographiccitation.volume","22"],["dc.contributor.author","VON HOLZEN, KATIE"],["dc.contributor.author","FENNELL, CHRISTOPHER T."],["dc.contributor.author","MANI, NIVEDITA"],["dc.date.accessioned","2020-12-10T15:22:22Z"],["dc.date.available","2020-12-10T15:22:22Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1017/S1366728918000597"],["dc.identifier.eissn","1469-1841"],["dc.identifier.issn","1366-7289"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/73374"],["dc.language.iso","en"],["dc.notes.intern","DOI Import GROB-354"],["dc.title","The impact of cross-language phonological overlap on bilingual and monolingual toddlers’ word recognition"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","53"],["dc.bibliographiccitation.issue","1"],["dc.bibliographiccitation.journal","Developmental Science"],["dc.bibliographiccitation.lastpage","59"],["dc.bibliographiccitation.volume","11"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Plunkett, Kim"],["dc.date.accessioned","2017-09-07T11:51:35Z"],["dc.date.available","2017-09-07T11:51:35Z"],["dc.date.issued","2007"],["dc.description.abstract","Recent research has shown that infants are sensitive to mispronunciations of words when tested using a preferential looking task. The results of these studies indicate that infants are able to access the phonological detail of words when engaged in lexical recognition. However, most of this work has focused on mispronunciations of consonants in familiar and novel words. Very little is known about the role that vowels play in constraining lexical access during the early stages of lexical development. We describe a word learning study with 14- and 18-month-old infants that tests their sensitivity to mispronunciations of word-medial vowels using a preferential looking task. We found that both age groups demonstrated recognition of correctly pronounced tokens of the newly learnt words but not mispronounced tokens. These results indicate that vowels constrain lexical access of novel words by as early as 14 months of age, and add to the growing body of literature indicating that infants exploit detailed phonological information when processing both familiar and newly learnt words."],["dc.identifier.doi","10.1111/j.1467-7687.2007.00645.x"],["dc.identifier.gro","3150988"],["dc.identifier.pmid","18171367"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7795"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1363-755X"],["dc.title","Fourteen-month-olds pay attention to vowels in novel words"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1"],["dc.bibliographiccitation.journal","Bilingualism: Language and Cognition"],["dc.bibliographiccitation.lastpage","16"],["dc.contributor.author","Kohlstedt, Tatiana"],["dc.contributor.author","Mani, Nivedita"],["dc.date.accessioned","2017-09-07T11:51:35Z"],["dc.date.available","2017-09-07T11:51:35Z"],["dc.date.issued","2016"],["dc.description.abstract","Using the visual world paradigm, we compared first, L1 and L2 speakers’ anticipation of upcoming information in a discourse and second, L1 and L2 speakers’ ability to infer the meaning of unknown words in a discourse based on the semantic cues provided in spoken language context. It was found that native speakers were able to use the given contextual cues, throughout the discourse, to anticipate upcoming linguistic input and fixate targets consistent with the input thus far, while L2 speakers showed weaker effects of discourse context on target fixations. However, both native speakers and L2 learners alike were able to use contextual information to infer the meaning of unknown words embedded in the discourse and fixate images associated with the inferred meanings of these words, especially given adequate contextual information. We suggest that these results reflect similarly successful integration of the preceding semantic information and the construction of integrated mental representations of the described scenarios in L1 and L2."],["dc.identifier.doi","10.1017/s1366728916001139"],["dc.identifier.gro","3150987"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7794"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1366-7289"],["dc.title","The influence of increasing discourse context on L1 and L2 spoken language processing"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","499"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Language Learning and Development"],["dc.bibliographiccitation.lastpage","508"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Mani, Nivedita"],["dc.contributor.author","Pätzold, Wiebke"],["dc.date.accessioned","2017-09-07T11:51:35Z"],["dc.date.available","2017-09-07T11:51:35Z"],["dc.date.issued","2016"],["dc.description.abstract","One of the first challenges facing the young language learner is the task of segmenting words from a natural language speech stream, without prior knowledge of how these words sound. Studies with younger children find that children find it easier to segment words from fluent speech when the words are presented in infant-directed speech, i.e., the kind of speech typically directed toward infants, compared to adult-directed speech. The current study examines whether infants continue to display similar differences in their segmentation of infant- and adult-directed speech later in development. We show that 16-month-old infants successfully segment words from a natural language speech stream presented in the adult-directed register and recognize these words later when presented in isolation. Furthermore, there were no differences in infants’ ability to segment words from infant- and adult-directed speech at this age, although infants’ success at segmenting words from adult-directed speech correlated with their vocabulary size."],["dc.identifier.doi","10.1080/15475441.2016.1171717"],["dc.identifier.gro","3150980"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/7787"],["dc.language.iso","en"],["dc.notes.status","final"],["dc.relation.issn","1547-5441"],["dc.title","Sixteen-Month-Old Infants’ Segment Words from Infant- and Adult-Directed Speech"],["dc.type","journal_article"],["dc.type.internalPublication","unknown"],["dc.type.peerReviewed","yes"],["dspace.entity.type","Publication"]]