The effect of children's prior knowledge and language abilities on their statistical learning.
Statistical learning (SL) is assumed to lead to long-term memory representations. However, the way that those representations influence future learning remains largely unknown. We studied how children's existing distributional linguistic knowledge influences their subsequent SL on a serial recall ta...
| Publicado en: | Applied Psycholinguistics Vol. 43; no. 5; pp. 1045 - 1072 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
Sep2022
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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=ccm&AN=160457614&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 160457614 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01427164 7XE jtl: Applied Psycholinguistics issn: 01427164 maglogo: N pubinfo: dt: Sep2022 vid: 43 iid: 5 pid: 15979 pub: Cambridge University Press artinfo: ui: 160457614 160457614 160457614 10.1017/S0142716422000273 160457614 ppf: 1045 ppct: 27 formats: tig: atl: The effect of children's prior knowledge and language abilities on their statistical learning. aug: au: Stärk, Katja Kidd, Evan Frost, Rebecca L. A. affil: Language Development Department, Max-Planck-Institute for Psycholinguistics, Nijmegen, The Netherlands sug: subj: Language Development In Infancy and Childhood Health Knowledge In Infancy and Childhood Linguistics In Infancy and Childhood Learning Methods In Infancy and Childhood Memory Task Performance and Analysis Human Child Natural Language Processing Germany Descriptive Statistics Communication Skills Child: 6-12 years ab: Statistical learning (SL) is assumed to lead to long-term memory representations. However, the way that those representations influence future learning remains largely unknown. We studied how children's existing distributional linguistic knowledge influences their subsequent SL on a serial recall task, in which 49 German-speaking seven- to nine-year-old children repeated a series of six-syllable sequences. These contained either (i) bisyllabic words based on frequently occurring German syllable transitions (naturalistic sequences), (ii) bisyllabic words created from unattested syllable transitions (non-naturalistic sequences), or (iii) random syllable combinations (unstructured foils). Children demonstrated learning from naturalistic sequences from the beginning of the experiment, indicating that their implicit memory traces derived from their input language informed learning from the very early stages onward. Exploratory analyses indicated that children with a higher language proficiency were more accurate in repeating the sequences and improved most throughout the study compared to children with lower proficiency. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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