Research has shown that accent ? defined as the manner of pronunciation that is particular to an individual or group of individuals ? can trigger a variety of negative impressions and judgments about a speaker. Like adults, young children treat foreign-accented individuals less positively than those with native accents. These negative reactions to foreign-accented individuals have often been interpreted as evidence of social biases: Because a foreign- accented speaker is viewed as a member of an ?out group,? negative perceptions and attitudes are elicited. An additional possibility, however, is that the impressions are linked to the fluency with which foreign-accented speech is processed: Difficulties in processing lead to negative affect that is misattributed as an unfavorable impression of the speaker. The proposed research will evaluate the role of processing fluency in children?s accent-related biases, and examine implications for modifying those biases The proposed research assesses 4- to 7-year-old children?s responses to foreign-accented speech, and factors influencing those responses, by asking children to judge the credibility of statements: If a foreign accent results in a negative bias, listeners should be more likely to judge a statement produced by speaker with a foreign accent as false than one produced by a native speaker. These ages are of interest because changes in language representation and processing skills are occurring that could affect fluency of processing. A first study tests the basic question of whether a foreign accent elicits lowered credibility judgments from children. A second experiment evaluates the processing fluency account by independently varying accentedness and comprehensibility in the speech presented to the children. A third study examines the degree to which specific factors?including age, vocabulary size, processing skills, and exposure to accented speech?predict children?s credibility judgements. A fourth study determines whether any initial biases favoring native-accented speech will be overridden if children receive evidence that the speaker is credible. A fifth study evaluates whether observed biases are malleable, by providing children with experience with the specific accents. Finally, a sixth study tests whether general exposure to foreign-accented speech can lead to reductions in accent-related biases. Non-native speakers of English now account for about 12.5% of the United States? population; many of these individuals have foreign accents. An understanding of the degree to which children exhibit biases against non-native speakers, and the bases for those biases, can lead to strategies for promoting positive interactions between native-accented children and their non-native accented teachers, physicians, peers and other community members.
Individuals who speak with a non-English accent elicit negative responses, including judgments that they are less competent and credible than those without a foreign accent. Even young children exhibit these negative reactions, which can affect public health through the reduced opportunities that result from negative biases. By examining factors contributing to the development of these negative biases, we will be better positioned to counteract them.
