Multi-accent environments offer rich but inconsistent language input, as words are produced differently across accents. The current study examined, in two experiments, whether multi-accent variability affects infants’ ability to learn words and whether toddlers’ prior experience with accents modulates learning. In Experiment 1, two-and-a-half-year-old Norwegian toddlers were exposed, in their kindergarten, twice per day for one week, to a child-friendly audiovisual tablet-based e-book containing four novel pseudowords. Half of the toddlers heard the story in three Norwegian accents, whereas the other half heard it in one Norwegian accent. The results revealed no differences between conditions, suggesting that multi-accent variability did not hinder toddlers’ word learning. In experiment 2, two-and-a-half-year-old Norwegian toddlers were exposed, in their homes, for one week, to the e-book featuring three Norwegian accents. The results revealed overall better learning in toddlers raised in bi-dialectal households, as compared to mono-dialectal peers – suggesting that accent exposure benefits learning in multi-accent environments.

多口音环境提供丰富但不一致的语言输入，因为不同口音的单词产生不同。目前的研究在两个实验中检查了多口音变异性是否会影响婴儿学习单词的能力以及幼儿以前的口音经验是否会调节学习。在实验 1 中，两岁半的挪威幼儿在他们的幼儿园里，每天两次，持续一周，接触一本儿童友好的基于视听平板电脑的电子书，其中包含四个新的假词。一半的幼儿用三种挪威口音听到这个故事，而另一半用一种挪威口音听到这个故事。结果显示，不同条件之间没有差异，这表明多重音变异性并没有阻碍幼儿的单词学习。在实验 2 中，两岁半的挪威蹒跚学步的孩子在家中接触这本包含三种挪威口音的电子书一周。结果显示，在双语家庭长大的幼儿总体上学习更好，