Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning,Language Learning

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Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning
Language Learning ( IF 3.5 ) Pub Date : 2021-07-14 , DOI: 10.1111/lang.12454
Diana Pili‐Moss ₁

Affiliation

This study examined the role of child cognitive abilities for procedural and declarative learning in the earliest stages of second language (L2) exposure. In the context of a computer game, 53 first language Italian monolingual children were aurally trained in a novel miniature language over 3 consecutive days. A mixed effects model analysis of the relationship between cognitive predictors and outcomes in morphosyntax measured via a grammaticality judgment test (GJT) was performed. Relative to adults trained in the same paradigm, children with higher procedural learning ability (measured via an alternate serial reaction time task) showed significantly better learning of word order, although the effect size was small. Modeling accuracy in online sentence comprehension during the game also evidenced that higher procedural learning ability was positively associated with significantly better outcomes as practice progressed. By contrast, a composite measure of verbal and visual declarative learning ability did not predict L2 outcomes in either the GJT or the online measure.

中文翻译：

儿童第二语言理解和句法学习的认知预测

本研究考察了儿童认知能力在第二语言 (L2) 接触的最早阶段对程序性和陈述性学习的作用。在电脑游戏的背景下，53 名第一语言意大利单语儿童连续 3 天接受了一种新颖的微型语言的听觉训练。通过语法判断测试 (GJT) 对认知预测因子与形态句法结果之间的关系进行混合效应模型分析。相对于接受相同范式训练的成年人，具有较高程序学习能力（通过交替的连续反应时间任务测量）的儿童表现出更好的词序学习，尽管效果很小。游戏期间在线句子理解的建模准确性也证明，随着练习的进行，更高的程序学习能力与显着更好的结果呈正相关。相比之下，口头和视觉陈述性学习能力的综合测量并不能预测 GJT 或在线测量中的 L2 结果。

更新日期：2021-08-10

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