Statistical learning and children's emergent literacy in rural Côte d'Ivoire.
Statistical learning and children's emergent literacy in rural Côte d'Ivoire.
复制标题
科特迪瓦农村地区的统计学习和儿童的新兴识字能力。
DOI：
10.1111/desc.13448
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发表时间：
2023
影响因子：
3.7
通讯作者：
Jasińska,Kaja
中科院分区：
文献类型：
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作者：
Zinszer,BenjaminD;Hannon,Joelle;Hu,Anqi;Kouadio,AyaÉlise;Akpé,Hermann;Tanoh,Fabrice;Wang,Madeleine;Qi,Zhenghan;Jasińska,Kaja
非语言统计学习（SL）的研究经常将SL任务的表现与语言结果的差异联系起来。这些研究大多集中在西方和高收入的教育环境中，但世界各地的儿童在完全不同的教育体系和社区中学习，并且通常使用第二语言。在西非国家科特迪瓦，儿童进入五年级（CM-1），年龄和识字能力差异很大。在三个迭代开发的实验中，科特迪瓦大阿佐佩地区农村社区的157名8-15岁儿童在触摸屏平板电脑上观看嵌入三重模式的卡通图像序列，同时执行目标检测任务。我们评估了这些基于平板电脑的非语言视觉SL适应，并询问儿童在SL任务上表现的个体差异是否与他们的第一和第二语言以及识字技能有关。我们发现了群体水平的证据，表明儿童使用图像序列中的统计数据来逐渐减少他们的反应时间，但他们对测试后歧视的反应并没有反映出这种学习。当评估SL和语言技能之间的相关性时，与其他任务要求相关的个体差异预测了第一和第二语言共享的口语技能，而SL更好地预测了第二语言印刷技能。这些发现表明，非语言SL范式可以测量科特迪瓦儿童与以前样本相似的技能，但它们也呼应了最近呼吁进一步跨文化验证，更大的内部可靠性，以及混杂变量的检验（如处理速度）在统计学习中的个体差异研究。研究亮点我们反复调整了三项针对科特迪瓦农村儿童的视觉统计学习研究。个体差异分析表明，统计学习指标与任务要求相关，而任务要求可能是由跨文化差异驱动的。与以往的研究一样，统计学习与第二语言读写能力相关，但我们没有发现SL与第一语言和第二语言的口语技能之间的关系。
Studies of non‐linguistic statistical learning (SL) have often linked performance in SL tasks with differences in language outcomes. Most of these studies have focused on Western and high‐income educational contexts, but children worldwide learn in radically different educational systems and communities, and often in a second language. In the west African nation of Côte d'Ivoire, children enter fifth grade (CM‐1) with widely varying ages and literacy skills. Across three iteratively‐developed experiments, 157 children, age 8–15 years, in rural communities in the greater‐Adzópe region of Côte d'Ivoire watched sequences of cartoon images with embedded triplet patterns on touchscreen tablets, while performing a target‐detection task. We assessed these tablet‐based adaptations of non‐linguistic visual SL and asked whether the children's individual differences in performance on the SL tasks were related to their first and second language and literacy skills. We found group‐level evidence that children used the statistical regularities in the image sequence to gradually decrease their response times, but their responses on post‐test discrimination did not reflect this learning. When evaluating the correlation between SL and language skills, individual differences related to other task demands predicted oral language skills shared by first and second languages, while SL better predicted second language print skills. These findings suggest that non‐linguistic SL paradigms can measure similar skills in Ivorian children as previous samples, but they also echo recent calls for further cross‐cultural validation, greater internal reliability, and tests for confounding variables (such as processing speed) in studies of individual differences in statistical learning.Research HighlightsWe iteratively adapted three visual statistical learning studies for children in rural Côte d'Ivoire.Group‐level analyses indicates that the children learn the underlying statistical regularities.Individual‐differences analyses reveal some evidence that the statistical learning measure is also correlated with task demands that may be driven by cross‐cultural differences.Like previous research, statistical learning is correlated with second language literacy, but we did not find a relationship between SL and oral language skills in first and second languages.