• Treffer 1 von 1
Zurück zur Trefferliste

Children’s Learning of Non-adjacent Dependencies Using a Web-Based Computer Game Setting

  • Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often coded via non-adjacent dependencies (NADs, e.g., is singing). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs, Lammertink et al. (2019) recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containingInfants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often coded via non-adjacent dependencies (NADs, e.g., is singing). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs, Lammertink et al. (2019) recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a “Stem Completion” task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting.zeige mehrzeige weniger

Metadaten exportieren

Weitere Dienste

Suche bei Google Scholar
Metadaten
Verfasserangaben:Mireia Marimon, Andrea Hofmann, João Veríssimo, Claudia Männel, Angela D. Friederici, Barbara Höhle, Isabell Wartenburger
DOI:https://doi.org/10.3389/fpsyg.2021.734877
ISSN:1664-1078
Titel des übergeordneten Werkes (Englisch):Frontiers in Psychology
Verlag:Frontiers Research Foundation
Verlagsort:Lausanne
Dokumentart:Wissenschaftlicher Artikel
Sprache:Englisch
Datum der Veröffentlichung (online):16.03.2022
Jahr der Erstveröffentlichung:2021
Veröffentlichende Institution:Fachhochschule Potsdam
Datum der Freischaltung:08.04.2022
GND-Schlagwort:Linguistik; Implizites Lernen; Regellernen
Jahrgang:12
Aufsatznummer:734877
Seitenzahl:15
Fachbereiche und Zentrale Einrichtungen:FB1 Sozial- und Bildungswissenschaften
DDC-Klassifikation:400 Sprache / 410 Linguistik
Lizenz (Deutsch):License LogoCreative Commons - CC BY - Namensnennung 4.0 International
Einverstanden ✔
Diese Webseite verwendet technisch erforderliche Session-Cookies. Durch die weitere Nutzung der Webseite stimmen Sie diesem zu. Unsere Datenschutzerklärung finden Sie hier.