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Speech priming: An examination of rate and syntactic persistence in preschoolers

Authors

  • Julie M. Hupp,

    Corresponding author
    1. Department of Psychology, The Ohio State University-Newark, Newark, Ohio, USA
      Correspondence should be addressed to Dr Julie M. Hupp, Department of Psychology, The Ohio State University-Newark, Newark, OH 43055, USA (e-mail: hupp.34@osu.edu).
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  • Melissa K. Jungers

    1. Department of Psychology, The Ohio State University-Newark, Newark, Ohio, USA
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Correspondence should be addressed to Dr Julie M. Hupp, Department of Psychology, The Ohio State University-Newark, Newark, OH 43055, USA (e-mail: hupp.34@osu.edu).

Abstract

Interactional coordination is important for conversational competence. For example, the syntactic form and rate of perceived speech can influence future productions in adults. Previous work has shown that children are similarly primed by syntax. This experiment demonstrates that syntactic priming and rate priming exist simultaneously in children. Participants (4- and 5-years-old) alternated between listening to priming sentences that described visual scenes and producing their own descriptions of similar scenes. The priming sentences varied in rate (fast and slow) and syntactic structure (active and passive). Children's sentences reflected the timing and syntactic structure of the primes, and there were developmental differences in their rate persistence.

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