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Implicit statistical learning and language skills in bilingual children

Title
Implicit statistical learning and language skills in bilingual children
Authors
Yim D.Rudoy J.
Ewha Authors
임동선
SCOPUS Author ID
임동선scopus
Issue Date
2013
Journal Title
Journal of Speech, Language, and Hearing Research
ISSN
1092-4388JCR Link
Citation
vol. 56, no. 1, pp. 310 - 322
Indexed
SCIE; SSCI; SCOPUS WOS scopus
Abstract
Purpose: Implicit statistical learning in 2 nonlinguistic domains (visual and auditory) was used to investigate (a) whether linguistic experience influences the underlying learning mechanism and (b) whether there are modality constraints in predicting implicit statistical learning with age and language skills. Method: Implicit statistical learning was examined in visual and auditory domains. One hundred twelve English native speaking monolinguals and Spanish-English bilinguals age 5-13 years participated in the study. Language skills were measured by standardized language tests. Results: The overall results showed that all children implicitly learned statistical regularities above chance level in bothmodalities.However, there was no group difference between monolingual and bilingual children on either visual or auditory tasks. Lastly, a different tendency in predicting implicit statistical learning was observed for each group. In the monolingual group, both age and language scores significantly explained auditory statistical learning, whereas age explained visual statistical learning. In the bilingual group, age explained auditory statistical learning, and nothing was significant for visual statistical learning. Conclusions: These findings are discussed in terms of the extent to which implicit statistical learning is influenced by internal and external factors and a consideration of important notions when testing bilingual children's language skills. © American Speech-Language-Hearing Association.
DOI
10.1044/1092-4388(2012/11-0243)
Appears in Collections:
사범대학 > 언어병리학과 > Journal papers
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