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Thus far, the developmental time\u2010course with which English\u2010learning children rule out pitch as a contrastive feature has been incompletely characterized. Prior studies have tested diverse lexical contrasts and have not tested beyond 30\u00a0months. To specify the developmental trajectory over a broader age range, we extended a prior study (Quam &amp; Swingley, 2010), in which 30\u2010month\u2010olds and adults disregarded pitch changes, but attended to vowel changes, in newly learned words. Using the same phonological contrasts, we tested 3\u2010 to 5\u2010year\u2010olds, 24\u2010month\u2010olds, and 18\u2010month\u2010olds. The older two groups were tested using the language\u2010guided\u2010looking method. The oldest group attended to vowels but not pitch. Surprisingly, 24\u2010month\u2010olds ignored not just pitch but sometimes vowels as well\u2014conflicting with prior findings of phonological constraint at 24\u00a0months. The youngest group was tested using the Switch habituation method, half with additional phonetic variability in training. Eighteen\u2010month\u2010olds learned both pitch\u2010contrasted and vowel\u2010contrasted words, whether or not additional variability was present. Thus, native\u2010language phonological constraint was not evidenced prior to 30\u00a0months (Quam &amp; Swingley, 2010). We contextualize our findings within other recent work in this area.<\/jats:p>","DOI":"10.1111\/infa.12587","type":"journal-article","created":{"date-parts":[[2024,2,29]],"date-time":"2024-02-29T18:15:02Z","timestamp":1709230502000},"page":"355-385","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Developmental change in English\u2010learning children's interpretations of salient pitch contours in word learning"],"prefix":"10.1111","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-2607-8597","authenticated-orcid":false,"given":"Carolyn","family":"Quam","sequence":"first","affiliation":[{"name":"Department of Speech and Hearing Sciences Portland State University  Portland Oregon USA"},{"name":"Department of Psychology University of Pennsylvania  Philadelphia Pennsylvania USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Daniel","family":"Swingley","sequence":"additional","affiliation":[{"name":"Department of Psychology University of Pennsylvania  Philadelphia Pennsylvania USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2024,2,29]]},"reference":[{"key":"e_1_2_7_2_1","doi-asserted-by":"publisher","DOI":"10.1121\/1.4939736"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cognition.2012.08.008"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.32614\/rj\u20102017\u2010066"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2017.02190"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1002\/icd.1944"},{"key":"e_1_2_7_7_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2017.00297"},{"key":"e_1_2_7_8_1","unstructured":"Cohen L. 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