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Pre-schoolers use head gestures rather than duration or pitch range to signal narrow focus in French

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  • معلومة اضافية
    • Contributors:
      Laboratoire Parole et Langage (LPL); Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS); Universitat Oberta de Catalunya Barcelona (UOC); Laboratoire de Psychologie et NeuroCognition (LPNC ); Université Savoie Mont Blanc (USMB Université de Savoie Université de Chambéry )-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes 2016-2019 (UGA 2016-2019 ); GIPSA - Perception, Contrôle, Multimodalité et Dynamiques de la parole (GIPSA-PCMD); Département Parole et Cognition (GIPSA-DPC); Grenoble Images Parole Signal Automatique (GIPSA-lab ); Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National Polytechnique de Grenoble (INPG)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes 2016-2019 (UGA 2016-2019 )-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National Polytechnique de Grenoble (INPG)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes 2016-2019 (UGA 2016-2019 )-Grenoble Images Parole Signal Automatique (GIPSA-lab ); Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National Polytechnique de Grenoble (INPG)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes 2016-2019 (UGA 2016-2019 )-Institut polytechnique de Grenoble - Grenoble Institute of Technology (Grenoble INP )-Institut National Polytechnique de Grenoble (INPG)-Centre National de la Recherche Scientifique (CNRS)-Université Grenoble Alpes 2016-2019 (UGA 2016-2019 ); Rutgers University System (Rutgers)
    • بيانات النشر:
      HAL CCSD
    • الموضوع:
      2019
    • Collection:
      Université Savoie Mont Blanc: HAL
    • الموضوع:
      Melbourne; Australia
    • نبذة مختصرة :
      International audience ; Previous research on the development of children's marking of new referents in speech has traditionally neglected one source of relevant information: visual cues to prosodic structure. In light of previous findings showing that prosody allies with non-referential body movements in the expression of information structure, we explore whether pre-schoolers mark focused information in the discourse gesturally and/or prosodically. A group of French-speaking pre-schoolers were audiovisually recorded while producing semi-spontaneous utterances in 3 focus conditions (broad focus; contrastive narrow focus; corrective narrow focus). The acoustic (duration and pitch range at the word level) and visual (head gestures) analyses showed a higher rate of head gesturing in the narrow focus conditions (corrective>contrastive>broad), but no effect of focus condition on word duration nor on pitch range values. These results indicate that French pre-schoolers use visual prosody to highlight new/contrastive referents in the discourse before developing the ability to use acoustic cues of prosody.
    • Relation:
      hal-02367780; https://hal.science/hal-02367780; https://hal.science/hal-02367780/document; https://hal.science/hal-02367780/file/full-paper_682.pdf
    • Rights:
      info:eu-repo/semantics/OpenAccess
    • الرقم المعرف:
      edsbas.4DCFDD27