Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements.
Functional elements
Language acquisition
Miniature language
Statistical learning
Journal
Journal of psycholinguistic research
ISSN: 1573-6555
Titre abrégé: J Psycholinguist Res
Pays: United States
ID NLM: 0333506
Informations de publication
Date de publication:
Dec 2022
Dec 2022
Historique:
accepted:
09
06
2022
pubmed:
7
7
2022
medline:
15
11
2022
entrez:
6
7
2022
Statut:
ppublish
Résumé
Many studies demonstrate that detecting statistical regularities in linguistic input plays a key role in language acquisition. Yet, it is unclear to what extent statistical learning is involved in more naturalistic settings, when young children have to acquire meaningful grammatical elements. In the present study, we address these points, by investigating whether statistical learning is involved in acquiring a morpho-syntactic structure from input that resembles natural languages more closely. We exposed 50 kindergarteners (M = 5 years, 5 months) to a miniature language in which they had to learn a grammatical marker that expressed number, and which could only be acquired on the basis of the distributional properties in the input. Half of the children performed an attention check during the experiment. Results show that young children are able to learn this meaning. We found no clear evidence that facilitating attention to the input increases learning performance.
Identifiants
pubmed: 35794402
doi: 10.1007/s10936-022-09898-0
pii: 10.1007/s10936-022-09898-0
pmc: PMC9646556
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
1311-1333Informations de copyright
© 2022. The Author(s).
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