open access
메뉴
open access
메뉴
ISSN : 1229-0718
Disfluencies (i.e., pauses, insertions, repetition and replacement of words, phrases, or sentences) are common in speech. Disfluencies provide several interpretations about a speaker depending on the context. The present study examined: 1) acoustic characteristics of disfluent phrases—especially those that mark hesitation—compared to those fluent phrases with the exact same words and 2) whether 3-year-olds are able to infer a speaker’s mental states using disfluencies. The disfluent “uh” that shows speakers’ hesitation was longer and lower-pitched than the fluent “uh” that indicates speakers’ positive responses. In a food/snack offering situation, experimenter asked two adults about their preferences for the item. One answered with hesitation “uh” while the other answered fluently without hesitation. Three-year-olds reliably selected the speakers who answered without hesitation as the recipient of the offered item. It indicates that 3-year-olds are sensitive to the subtle differences in speech and utilized the hesitation marker to infer speakers’ mental states.
김순자, 이필영. (2005). 담화 표지의 습득과발달. 국어교육, 118, 149-180.
김영철. (2006). 국어 담화표지 ‘어’의 고찰. 국어문학, 41, 249-266.
남길임. (2011). 담화 유형에 따른 한국어 비유창성 현상 연구. 담화와인지, 18(3), 115-138.
윤혜련, & 김영태. (2004). 성별에 따른 영유아언어발달의 특성 연구: SELSI 를 중심으로. 언어청각장애연구, 9(1), 30-44.
Arnold, J. E., & Tanenhaus, M. K. (2011). Disfluency effects in comprehension: How new information can become accessible. In E. Gibson & N. J. Pearlmutter (Eds.), The processing and acquisition of reference (197-217). Cambridge, MA: MIT Press.
Arnold, J. E., Fagnano, M., & Tanenhaus, M. K. (2003). Disfluencies signal theee, um, new information. Journal of Psycholinguistic Research, 32(1), 25-36.
Arnold, J. E., Kam, C. L. H., & Tanenhaus, M. K. (2007). If you say thee uh you are describing something hard: The on-line attribution of disfluency during reference comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(5), 914-930
Arnold, J. E., Tanenhaus, M. K., Altmann, R. J., & Fagnano, M. (2004). The old and thee, uh, new disfluency and reference resolution. Psychological Science, 15(9), 578-582.
Berman, J. M., Chambers, C. G., & Graham, S. A. (2010). Preschoolers’ appreciation of speaker vocal affect as a cue to referential intent. Journal of Experimental Child Psychology, 107(2), 87-99.
Blasi, A., Mercure, E., Lloyd-Fox, S., Thomson, A., Brammer, M., Sauter, D., Deeley, Q., Barker, G. J., Renvall, V., Deoni, S., Gasston, D., Williams, S. C., Johnson, M. H., Simmons, A., & Murphy, D. G. (2011). Early specialization for voice and emotion processing in the infant brain. Current Biology, 21(14), 1220-1224.
Bornstein, M. H., Hahn, C. S., & Haynes, O. M. (2004). Specific and general language performance across early childhood: Stability and gender considerations. First Language, 24(3), 267-304.
Brennan, S. E., & Williams, M. (1995). The feeling of Another’ s Knowing: prosody and filled pauses as cues to listeners about the metacognitive states of speakers. Journal of Memory and Language, 34(3), 383-398.
Cheng, Y., Lee, S. Y., Chen, H. Y., Wang, P. Y., & Decety, J. (2012). Voice and emotion processing in the human neonatal brain. Journal of Cognitive Neuroscience, 24(6), 1411-1419.
Clark, H. H., & Fox Tree, J. E. (2002). Using uh and um in spontaneous speaking. Cognition, 84(1), 73-111.
Dibble, J. L., Wisner, A. M., Dobbins, L., Cacal, M., Taniguchi, E., Peyton, A., Raalte, L., & Kubulins, A. (2013). Hesitation to share bad news: Byproduct of verbal message planning or functional communication behavior? Communication Research. 42(2), 213-236.
Eklund, R., & Shriberg, E. (1998). Crosslinguistic dis¯uency modeling: a comparative analysis of Swedish and American English human-human and human-machine dialogues. Proceedings of the International Conference on Spoken Language Processing, vol. 6, 2631-2634. Sydney:Australian Speech Science and Technology Association.
Eriksson, M., Marschik, P. B., Tulviste, T., Almgren, M., Pérez Pereira, M., Wehberg, S., Marjanovič-Umek, L., Gayraud, F., Kovacevic, M., & Gallego, C. (2012). Differences between girls and boys in emerging language skills:Evidence from 10 language communities. British Journal of Developmental Psychology, 30(2), 326-343.
Fernald, A. (1993). Approval and disapproval:Infant responsiveness to vocal affect in familiar and unfamiliar languages. Child Development, 64(3), 657-674.
Flom, R., & Bahrick, L. E. (2007). The development of infant discrimination of affect in multimodal and unimodal stimulation: The role of intersensory redundancy. Developmental Psychology, 43(1), 238-252.
Friend, M. (2000). Developmental changes in sensitivity to vocal paralanguage. Developmental Science, 3(2), 148-162.
Gil, S., Aguert, M., Le Bigot, L., Lacroix, A., & Laval, V. (2014). Children’s understanding of others’ emotional states: Inferences from extralinguistic or paralinguistic cues? International Journal of Behavioral Development, 38(6), 539-549.
Grossmann, T., Striano, T., & Friederici, A. D. (2005). Infants' electric brain responses to emotional prosody. NeuroReport, 16(16), 1825-1828.
Hall, J. A. (1978). Gender effects in decoding nonverbal cues. Psychological Bulletin, 85(4), 845-857.
Kam, C. L. H., & Edwards, N. A. (2008). The use of uh and um by 3-and 4-year-old native English-speaking children: Not quite right but not completely wrong. First Language, 28(3), 313-327.
Kidd, C., White, K. S., & Aslin, R. N. (2011). Toddlers use speech disfluencies to predict speakers’ referential intentions. Developmental Science, 14(4), 925-934.
Lindsey, A. E., Greene, J. O., Parker, R. G., & Sassi, M. (1995). Effects of advance message formulation on message encoding: Evidence of cognitively based hesitation in the production of multiple‐goal messages. Communication Quarterly, 43(3), 320-331.
Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford, CA:Stanford University Press.
McClure, E. B. (2000). A meta-analytic review of sex differences in facial expression processing and their development in infants, children, and adolescents. Psychological Bulletin, 126(3), 424-453.
Morton, J. B., & Trehub, S. E. (2001). Children's understanding of emotion in speech. Child Development, 72(3), 834-843.
Quam, C., & Swingley, D. (2012). Development in children’s interpretation of pitch cues to emotions. Child Development, 83(1), 236-250.
Repacholi, B. M., & Gopnik, A. (1997). Early reasoning about desires: evidence from 14-and 18-month-olds. Developmental Psychology, 33(1), 12-21.
Sakkalou, E., & Gattis, M. (2012). Infants infer intentions from prosody. Cognitive Development , 27(1), 1-16.
Schirmer, A., Kotz, S. A., & Friederici, A. D. (2002). Sex differentiates the role of emotional prosody during word processing. Cognitive Brain Research, 14(2), 228-233.
Shriberg, E. (1996). Disfluencies in Switchboard. Proceedings, International Conference on Spoken Language Processing (ICSLP ’96), Vol. Addendum, 11-14. Philadelphia. PA.