Mapping Between Statistical Learning and Language Experience: Effects of Interindividual Differences Among Mandarin-English Bilinguals

• In Event: Language-Embodied Integrative Facilitation Effect in Bilingualism: Behavioral, Developmental, and Neurophysiological Studies

Abstract

1. Objectives or Purposes
Statistical learning originated from the studies on speech segmentation in human infants since 1990's. Human learners, including infants, are highly sensitive to structure in their environment. Statistical learning refers to the process of extracting this structure.

2. Perspectives or Theoretical Framework
Taken the perspective of bilingualism, the current study aimed to uncover the mechanisms that underlie the relationship between statistical learning performance and language experience.

3. Methods, Techniques, or Modes of Inquiry
In Experiment 1, a one-way ANOVA with language proficiency group (low vs. high proficiency) design was conducted to testify the effects of language experience. In Experiment 2, a two proficiency-level (language proficiency: low vs. high proficiency) and two consistency-level (consistency: consistent vs. inconsistent) two-way ANOVA design was adopted to further explore the effects of language.

4. Data Sources, Evidence, Objects, or Materials
Statistical learning performance for individuals with better language learning experience (i.e., high proficient bilinguals, total 75) was compared to the statistical learning performance of individuals with poorer language learning experience (i.e., low proficient bilinguals, total 75).

5. Results and/or Conclusions or Warrants for Arguments/Point of View
The findings suggested that the bilingual advantages might be best accounted for by language experience that may improve the ability to perform statistical learning. The advantage of high-proficient bilingual only emerged when the testing material were English-based phonemes presented in the monotone language, showing that the advantages of bilinguals arised from having better English language experience.

6. Scientific or Scholarly Significance of the Study
Chinese “Dumb English” challenges reflect this lack of sensitive phonological perception ability. There is an imbalance between their language input and output. Generally, this common phenomenon is mainly related to the Chinese ESL learners’ statistical learning on phonological perception. To this practical end, our study is trying to find a way to help with the improvement of learners’ achievement of English learning.

Authors

• Yifei Li, University of science and technology beijing

• Brian MacWhinney, Carnegie Mellon University

• erik thiessen, Carnegie Mellon University

• Qun Guan, Beijing Language and Culture University