Infant and Adult Language Experience Can Differ in More than One Way: Reply to Arnon (2018).
Hudson Kam (2018) examined whether learning of a particular aspect of language that adults are known to have difficulty with (grammatical gender) could be improved by manipulating the learning experience of adults so that it was more like that of infants. Specifically, based on likely differences be...
| Publicado en: | Language Learning & Development Vol. 16; no. 1; pp. 43 - 49 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Jan-Mar2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=142020318&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 142020318 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 15475441 W44 jtl: Language Learning & Development issn: 15475441 maglogo: Y pubinfo: dt: Jan-Mar2020 vid: 16 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 142020318 10.1080/15475441.2019.1681217 ppf: 43 ppct: 6 formats: tig: atl: Infant and Adult Language Experience Can Differ in More than One Way: Reply to Arnon (2018). aug: au: Hudson Kam, Carla L. affil: Department of Linguistics, The University of British Columbia, Vancouver, Canada su: Language acquisition Learning Adults English as a foreign language sug: subj: Language acquisition Learning Adults Language Schools English as a foreign language ab: Hudson Kam (2018) examined whether learning of a particular aspect of language that adults are known to have difficulty with (grammatical gender) could be improved by manipulating the learning experience of adults so that it was more like that of infants. Specifically, based on likely differences between adult and child learners' experiences as well as theoretical assumptions about the nature of child first language learning, experimental participants initially heard spoken sentences without any accompanying meaning. This was an attempt to restrict learners' focus to the phonological aspects of the language, thereby facilitating category formation and, in turn, the learning of the behavior of the classes. However, the manipulation did not lead to improved learning. Arnon (2018) presented a critique of the study, based in part on differences between my results and her own in related studies. In this response, I discuss two main points raised in her critique: the nature of early language experience in infants in the study and sample size issues. I also examine what people were actually tasked with learning in my study and hers, as a way of explaining differences between our results. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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