Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials

Autor/inn/en	Potter, Christine E.; Wang, Tianlin; Saffran, Jenny R.
Titel	Second Language Experience Facilitates Statistical Learning of Novel Linguistic Materials
Quelle	In: Cognitive Science, 41 (2017), S.913-927 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12473
Schlagwörter	Second Language Learning; Learning Experience; Mandarin Chinese; Control Groups; Task Analysis; Statistics; Individual Differences; Cognitive Ability; Correlation; Tone Languages; Visual Stimuli; Learning Processes; Comparative Analysis + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Lernerfahrung; Aufgabenanalyse; Statistik; Individueller Unterschied; Denkfähigkeit; Korrelation; Tonsprache; Learning process; Lernprozess
Abstract	Recent research has begun to explore individual differences in statistical learning, and how those differences may be related to other cognitive abilities, particularly their effects on language learning. In this research, we explored a different type of relationship between language learning and statistical learning: the possibility that learning a new language may also influence statistical learning by changing the regularities to which learners are sensitive. We tested two groups of participants, Mandarin Learners and Naïve Controls, at two time points, 6 months apart. At each time point, participants performed two different statistical learning tasks: an artificial tonal language statistical learning task and a visual statistical learning task. Only the Mandarin-learning group showed significant improvement on the linguistic task, whereas both groups improved equally on the visual task. These results support the view that there are multiple influences on statistical learning. Domain-relevant experiences may affect the regularities that learners can discover when presented with novel stimuli. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01