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Speech perception plays an important role in how infants begin to produce speech. This study aims to understand how changes in infant selective attention to various parts of talking faces guides their understanding of speech and subsequent production. In this study, we tracked infant (4-12 months of age) and adult gaze patterns to determine where on a face they attend, when hearing and seeing the face speak in either their native (English) or a non-native language (Spanish). We also tracked infant selective attention to moving-silent and silent-static faces, to determine if this would result in different patterns of attention. The findings suggest that there are two shifts in infant attention. The first shift occurs between four and eight months of age, with infants shifting their eyes to the mouth of the talking face. The second shift occurs around twelve months of age, when infants begin to return their gaze back to the eye region when hearing and seeing their native language, but continue to attend to the mouth region when hearing and seeing the non-native language. Overall, the results of this study suggest that changes in selective attention to talking faces guides the development of speech production and is dependent on early language experience. / by Amy H. Tift. / Thesis (M.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

From syllables to fluent speech, it is important for infants to quickly learn and decipher linguistic information. To do this, infants must not only use their auditory perception but also their visual perception to understand speech and language as a multisensory coherent event. Previous research by Lewkowicz and Hansen-Tift (2012) demonstrated that infants shift their allocation of visual attention from the eyes to the mouth of the speaker's face throughout development as they become interested in speech production. This project examined how infants, from 4-14-months of age, allocate their visual attention to increasingly complex speech tasks. In Experiment 1, infants were presented with upright and inverted faces vocalizing syllables and the results demonstrated that in response to the upright faces, 4-month-old infants attended to the eyes and 8- and 10-month-olds attended equally to the eyes and mouth. In response to the inverted face presentation, both the 4- and 10-month-olds attended equally to the eyes and mouth but the 8-month olds attended to the eyes. In Experiment 2, infants were presented with a phoneme matching task (Patterson & Werker, 1999, 2002, 2003) and the results demonstrated that the 4-month-old infants successfully matched the voice to the corresponding face, but that older infants did not. Measures of their selective attention to this task showed that the 4-month-old infants attended more to the eyes of the faces during the task, not attending to the redundant speech information at the mouth, but older infants attended equally to the eyes and mouth, although they did not match the voice to the face. Experiment 3 presented infants with a fluent speech matching task (Lewkowicz et al., 2015) which demonstrated that although the infants (12-14-months) did not systematically match the voice to the corresponding face, the infants attended more to the mouth region, which would have provided them with the neces sary redundant information. Overall, these studies demonstrate that there are developmental changes in how infants distribute their visual attention to faces as they learn about speech and that the complexity of the speech is a critical factor in how they allocate their visual attention. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection