Abstract
AbstractThis study reports on an experiment with twenty preschool children (3;1–4;7) in York, UK to investigate the earliest stage of children's socioperceptual development. The children discriminate between different groups of speakers based on their pronunciation of phonological regional variables diagnostic of the North and South of England. An improvement across the age range uncovers a developmental stage when children are able to interpret variation as socially meaningful. This is comparable with developments in sociolinguistic production during the preschool years, as previous studies have found. Three measures associated with linguistic input (children's age and gender, local versus nonlocal parents) have an impact on the children's performance. The results are interpreted through an exemplar theoretic account, highlighting the role of input and the combined storing and accessing of both linguistic and social information.
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