F
Ferran Pons
Researcher at University of Barcelona
Publications - 48
Citations - 1845
Ferran Pons is an academic researcher from University of Barcelona. The author has contributed to research in topics: Speech perception & Vowel. The author has an hindex of 20, co-authored 46 publications receiving 1632 citations. Previous affiliations of Ferran Pons include Hospital Sant Joan de Déu Barcelona & University of British Columbia.
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Unsupervised learning of vowel categories from infant-directed speech
TL;DR: An algorithm, based on Expectation–Maximization, is presented here for learning the categories from a sequence of vowel tokens without receiving any category information with each vowel token, or knowing in advance the number of categories to learn, or having access to the entire data ensemble.
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Narrowing of intersensory speech perception in infancy
TL;DR: It is found that infant intersensory response to a non-native phonetic contrast narrows between 6 and 11 months of age, suggesting that the perceptual system becomes increasingly more tuned to key native-language audiovisual correspondences.
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Infant-directed speech supports phonetic category learning in English and Japanese☆
TL;DR: Recording Japanese and English mothers teaching words to their infants revealed language-specific differences in the distributions of the cues used by mothers (or cues present in the input) to distinguish the vowels.
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Bilingualism Modulates Infants’ Selective Attention to the Mouth of a Talking Face
TL;DR: To support their dual-language acquisition processes, bilingual infants exploit the greater perceptual salience of redundant audiovisual speech cues at an earlier age and for a longer time than monolingual infants.
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The acquisition of phonetic categories in bilingual infants: new data from an anticipatory eye movement paradigm
TL;DR: New findings are contributed that show that Catalan-Spanish bilingual infants do not lose the capacity to discriminate native contrasts, and demonstrate that discrimination can be observed in 8-month-old bilingual infants when tested with a measure not based on recovery of attention.