Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?,Language Learning

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Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?
Language Learning ( IF 3.5 ) Pub Date : 2021-01-14 , DOI: 10.1111/lang.12445
Sybren Spit ₁ , Sible Andringa ₁ , Judith Rispens ₁ , Enoch O. Aboh ₁

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Many studies suggest that detecting statistical regularities in linguistic input plays a key role in language acquisition. Although statistical learning is not necessarily implicit in nature, it is often defined as learning that happens without awareness. This article investigates whether statistical learning in young children is indeed implicit, as often assumed. We trained 63 kindergarteners on a miniature language and assessed learning using a picture-matching task. We used an opt-out task to measure whether the kindergarteners possessed awareness of an acquired meaningful grammatical marker. In the opt-out paradigm, participants demonstrate awareness by expressing uncertainty through a nonverbal response: opting out. Our results are compatible with an earlier study of which the present study is a partial replication, suggesting that kindergarteners can acquire this marker from distributional properties in the input. Furthermore, although none of the children could verbalize knowledge of the structure during exit interviews, their behavior during the opt-out task indicated that they developed awareness of it.

中文翻译：

幼儿园的学生是否会意识到他们所掌握的统计规律？

许多研究表明，检测语言输入中的统计规律在语言习得中起关键作用。尽管统计学习不一定本质上是隐含的，但通常将其定义为在没有意识的情况下进行的学习。这篇文章调查了经常被假设的幼儿统计学习是否确实是隐性的。我们对63名幼儿园儿童进行了微型语言培训，并通过图片匹配任务评估了学习效果。我们使用了一项选择退出任务来衡量幼儿园儿童是否具备对获得的有意义的语法标记的认识。在“选择退出”范式中，参与者通过非言语表达来表达不确定性，从而表明自己的意识：选择退出。我们的结果与之前的研究（本研究是部分复制）相吻合，建议幼儿园的学生可以从输入中的分布特性中获取此标记。此外，尽管没有孩子能在出站面试时说出有关结构的知识，但他们在选择退出任务期间的行为表明他们对结构有所了解。

更新日期：2021-01-14

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