The role of statistical learning in predicting child language outcomes.

统计学习在预测儿童语言结果中的作用。

• 批准号: 10671691
• 负责人: Erin Isbilen
• 金额: $ 8.08万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-01 至 2024-08-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10671691
• 关键词: 6 year old; 8 year old; Adult; Age; American; Auditory; Behavioral; Child; Child Language; Cognitive Science; Data; Development; Diagnostic; Early identification; Education; Educational Status; Elderly; Environment; Eye Movements; Goals; Grant; Growth; Health; Individual Differences; Knowledge; Language; Language Development; Language Disorders; Learning; Letters; Life; Linguistics; Measures; Methodology; Methods; Modality; Nursery Schools; Occupational Status; Orthography; Outcome; Parents; Pattern; Population; Reader; Reading; Reporting; Research; Risk; Role; School-Age Population; Shapes; Short-Term Memory; Socioeconomic Status; Speech; Structure; Testing; Text; Training; Visual; Vocabulary; Writing; age group; cognitive ability; cognitive process; cognitive task; diagnostic tool; elementary school; experimental study; falls; infancy; language comprehension; language outcome; language processing; learning ability; literacy; literate; negative affect; novel; phonology; remediation; skills; social; statistical learning; statistics; syntax; tool; visual tracking

Project Summary A key component in the development of linguistic proficiency is the capacity to learn from the regularities present in the environment. This basic cognitive process enables the discovery of the words and grammatical relations present in speech, and also enables the identification of these structures in written text. While previous research has established key connections between statistical learning – the ability to learn from distributional patterns – and language skills in literate children, fewer studies have explored its contribution to language outcomes in speaking, pre-literate children, and how this connection changes as a function of reading development. The goal of the proposed research is to better understand how statistical learning impacts two fundamental precursors to literacy: spoken word recognition and letter identification, as well as their contribution to vocabulary and syntactic development. Over three sets of experiments, the proposed research will employ a cross-sectional, individual differences approach to studying linguistic development. Our specific aims are to: 1) track the development of auditory and visual statistical learning in pre-readers (children 4–6 years old) and early readers (children 6–8 years old), and 2) establish the contribution of individual differences in statistical learning in different modalities to online language processing and the development of native language proficiency. We will deploy a battery of cognitive tasks to gain a thorough understanding of the impact of statistical learning on burgeoning language skills. In addition, we will leverage eye-tracking (one of the grant’s main training goals) to develop novel tasks that can be used across-age groups to probe reading precursors, and how they inform general language outcomes.

项目摘要 语言水平发展的关键组成部分是从目前的规律中学习的能力 在环境中。这个基本的认知过程可以发现单词和语法关系 在语音中存在，还可以在书面文本中识别这些结构。 虽然先前的研究已经建立了统计学习之间的关键联系 - 学习能力 从分配模式和识字儿童的语言技能中，较少的研究探讨了其贡献 在说话的语言结果，预先识别的孩子以及这种联系如何随着其函数而变化 阅读开发。拟议研究的目的是更好地了解统计学习的影响 识字的两个基本先驱：口语识别和字母识别及其 对词汇和句法发展的贡献。 在三组实验中，拟议的研究将采用横断面的个体差异 研究语言发展的方法。我们的具体目的是：1）跟踪听觉的发展和 预阅读者（4-6岁儿童）和早期读者（6-8岁儿童）的视觉统计学习， 2）确定不同方式统计学习中个体差异对在线的贡献 语言处理和母语水平的发展。我们将部署一系列认知能力 为了彻底了解统计学习对Brgeon语言技能的影响。在 此外，我们将利用眼睛跟踪（赠款的主要培训目标之一）来开发可以 使用跨年龄组来探测读取前体，以及它们如何为通用语言结果提供信息。

项目成果

Individual differences in artificial and natural language statistical learning.

• DOI: 10.1016/j.cognition.2022.105123
• 发表时间: 2022-08
• 期刊: COGNITION
• 影响因子: 3.4
• 作者: Isbilen, Erin S.;McCauley, Stewart M.;Christiansen, Morten H.
• 通讯作者: Christiansen, Morten H.

Statistically based chunking of nonadjacent dependencies.

• DOI: 10.1037/xge0001207
• 发表时间: 2022-11
• 期刊: JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL
• 影响因子: 4.1
• 作者: Isbilen, Erin S.;Frost, Rebecca L. A.;Monaghan, Padraic;Christiansen, Morten H.
• 通讯作者: Christiansen, Morten H.