Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes

Autor/in	Hudson Kam, Carla L.
Titel	Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes
Quelle	In: Language Learning and Development, 14 (2018) 1, S.13-41 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hudson Kam, Carla L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-5441
DOI	10.1080/15475441.2017.1324309
Schlagwörter	Infants; Adult Learning; Grammar; Language Patterns; Phonology; Linguistic Input; Language Acquisition; Interference (Learning); Artificial Languages; Speech Communication; Semantics; Learning Processes; Linguistic Theory; Control Groups; Experimental Groups; Language Tests; Vocabulary Skills; Comparative Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Adulte education; Adult training; Erwachsenenbildung; Grammatik; Sprachmodell; Sprachstruktur; Fonologie; Sprachbildung; Sprachaneignung; Spracherwerb; Semantik; Learning process; Lernprozess; Linguistische Theorie; Language test; Sprachtest; Aktiver Wortschatz; Statistische Analyse
Abstract	Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at least a partial phonological basis. Children learning their first language do not face this interference initially, which may facilitate the learning of some grammatical patterns. In this study I ask whether learning outcomes could be improved in adults encouraged to engage with input in a more infant-like way. Across five experiments, adults were exposed to a miniature artificial language with grammatical gender-like patterns. Exposure either included both speech and meaning throughout, or initially, just the speech, followed by exposure to both speech and meaning. Sound-only initial exposure did not improve learning outcomes in adult learners. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01