Mapping Between Embodied Statistical Learning and Language Experience: Effects of Intra- and Interindividual Differences

• In Event: 45.060 - Phonological and Morphological Training Evidence Among Children and Adults: Bilingual Approach to and Empirical Evidence From Behavioral, Developmental, and Neurophysiological Studies

Abstract

1. Objectives or Purposes
The current study sought to identify the underlying processes that give rise to the relationship between embodied statistical learning and language learning ability. Embodied statistical learning can be described as the process of detecting structure by monitoring distributional information available in the sensory input. For the past two decades, research on statistical learning has had a dramatic impact on our understanding of language acquisition.

2. Perspectives or Theoretical Framework
We put forward two hypotheses as to why the high-skilled bilinguals may outperform monolinguals on tasks of statistical learning: 1) high-skilled bilinguals benefit from domain-general cognitive advantages; 2) high-skilled bilinguals have access to a wider variety of acoustic cues. Bilinguals failed to outperform monolinguals on four statistical learning tasks composed of varying acoustic cues.

3.Methods, Techniques, or Modes of Inquiry
In the current study, we carried out two experiments to investigate the circumstances under which high-skilled bilinguals perform differently, ultimately allowing us to determine whether cognitive advantages or representational differences may best account for a potential bilingual advantage in statistical learning.

4.Data sources, Evidence, Objects, or Materials
One-hundred fifty Chinese-English bilinguals participate in two experiments. The experiment materials Experiment 1 and Experiment 2 are consisted of two syllabic words. Mandarin is composed primarily of disyllabic words. In Experiment 2A and 2B, especially, participants from both groups are highly fluent in Chinese to make sure they have the same task demands in Experiment 2. Collecting data from mandarin bilinguals and monolinguals allow us to systematically investigate to what degree representational differences versus cognitive abilities may be influencing statistical learning performance as a function of task demands.

5. Results and/or Conclusions or Warrants for Arguments/Point of View
The results suggested that the high proficient Chinese-English bilinguals are better at adopting the statistical learning patterns in perceiving phonological tonal and nontonal (artificial language) patterns, and respond accurately but with delayed/suppressed response times.

6.Scientific or Scholarly Significance of the Study
This study uncovers the mechanisms that underlie the relationship between statistical learning performance and language learning ability (e.g., Conway & Pisoni, 2008; Conway et al., 2011; Frost et al., 2013; Gabay et al., 2015; Misyak & Christiansen, 2012).

Authors

• yifei LI, University of science and technology beijing

• Jianrong Zhao

• Sandrine Girard, Carnegie Mellon University

• erik thiessen, Carnegie Mellon University

• Qun Guan, University of Science and Technology Beijing