Vowels and consonants matter equally to British English-learning 11-month-olds' familiar word form recognition.

While adult studies show that consonants are more important than vowels in lexical processing tasks, the developmental trajectory of this consonant bias varies cross-linguistically. This study tested whether British English-learning 11-month-old infants' recognition of familiar word forms is more reliant on consonants than vowels, as found by Poltrock and Nazzi (2015) in French. After establishing that infants prefer listening to a list of familiar words over pseudowords (Experiment 1), Experiment 2 examined preference for consonant versus vowel mispronunciations of these words. Infants listened to both alterations equally. In Experiment 3, using a simplified version of the task with one familiar word only ('mummy'), infants' preference for its correct pronunciation over a consonant or a vowel change confirmed an equal sensitivity to both alterations. British English-learning infants' word form recognition appears to be equally impacted by consonant and vowel information, providing further evidence that initial lexical processes vary cross-linguistically.

Learning three sets of alarms for the same medical functions: a perspective on the difficulty of learning alarms specified in an international standard.

Three sets of eight alarms supporting eight functions specified in an international medical equipment standard (IEC 60601-1-8) were tested for learnability using non-anaesthetist participants. One set consisted of the tonal alarms specified in the standard. A second set consisted of a set of abstract alarms randomly selected from a database of abstract alarm sounds held by the authors. A third set of alarms was designed as indirect metaphors of the functions. Participants were presented with the alarms and then asked to identify them across ten blocks of eight trials. The results indicated a significant difference in learnability across the three sets of alarms. The indirect metaphors were learned significantly better than both other sets of alarms, and the randomly selected abstract alarms were learned significantly better than the alarms specified in the standard. The results suggest therefore that there are more readily learnable possible designs than those proposed in the standard. The use of auditory icons in particular should be given serious consideration as potential alarms for this application.