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Infants' long-term memory for the phonological patterns of words versus the indexical properties of talkers' voices was examined in 3 experiments using the Headturn Preference Procedure (D. G. Kemler Nelson et al., 1995). Infants were familiarized with repetitions of 2 words and tested on the next day for their orientation times to 4 passages--2 of which included the familiarized words. At 7.5 months of age, infants oriented longer to passages containing familiarized words when these were produced by the original talker. At 7.5 and 10.5 months of age, infants did not recognize words in passages produced by a novel female talker. In contrast, 7.5-month-olds demonstrated word recognition in both talker conditions when presented with passages produced by both the original and the novel talker. The findings suggest that talker-specific information can prime infants' memory for words and facilitate word recognition across talkers.

This study examined 2- to 3-month-olds' representations of bisyllables. In 3 experiments, infants were familiarized with sets of bisyllables that either did or did not share a common consonant-vowel (CV) syllable. In Experiment 1, infants detected the presence of a new bisyllable in the test phase except when it shared a common initial CV syllable. A modified version of the high-amplitude sucking (HAS) procedure, incorporating a 2-min delay period, tested infants' retention of information about bisyllables in the remaining 2 experiments. In Experiment 2, infants were significantly more likely to retain information about bisyllables that shared the same initial CV syllable. Finally, the authors investigated whether infants simply benefited from the presence of 2 common phonetic segments, regardless of whether these came from the same CV syllable. The results showed that CV syllable organization is important in infants' ability to encode and retain information about bisyllables.

The present studies were undertaken to learn more about the nature of the cues that underlie infants' perception of musical phrase structure. Experiment 1 demonstrated that infants in Krumhansl and Jusczyk's (1990) study were responding to the phrase structure instead of to the beginnings and endings of Mozart minuet stimuli. Experiment 2 showed that infants treat musical passages with pauses inserted at phrase boundaries much as they do unaltered versions of the same passages. Experiments 3 and 4 indicated that the direction of change in pitch height and tone duration is critical to obtaining longer orientation times to musical passages that are segmented at phrase boundaries. Finally, Experiment 5 demonstrates that different effects found for the forward and reversed versions of the passages with inserted pauses are not the result of an intrinsic preference for the forward versions.