Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning
Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning
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儿童第二语言理解和句法学习的认知预测因素
DOI：
10.1111/lang.12454
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发表时间：
2021
影响因子：
4.4
通讯作者：
Pili-Moss D
中科院分区：
文献类型：
--
作者：
Pili-Moss D
这项研究探讨了儿童认知能力在第二语言（L2）接触的最早阶段对程序性和陈述性学习的作用。在电脑游戏的背景下，53名第一语言意大利单语儿童连续3天接受了一种新颖的微型语言的听觉训练。通过语法判断测试（GJT）进行认知预测和结果之间的关系的混合效应模型分析。相对于在相同的范式训练的成年人，具有较高的程序学习能力（通过交替序列反应时间任务测量）的儿童表现出显着更好的学习词序，虽然效果大小是小的。游戏过程中在线句子理解的建模准确性也证明，随着实践的进展，更高的程序性学习能力与更好的结果呈正相关。相比之下，口头和视觉陈述性学习能力的复合测量没有预测L2的结果，无论是在GJT或在线测量。
This study examined the role of child cognitive abilities for procedural and declarative learning in the earliest stages of second language (L2) exposure. In the context of a computer game, 53 first language Italian monolingual children were aurally trained in a novel miniature language over 3 consecutive days. A mixed effects model analysis of the relationship between cognitive predictors and outcomes in morphosyntax measured via a grammaticality judgment test (GJT) was performed. Relative to adults trained in the same paradigm, children with higher procedural learning ability (measured via an alternate serial reaction time task) showed significantly better learning of word order, although the effect size was small. Modeling accuracy in online sentence comprehension during the game also evidenced that higher procedural learning ability was positively associated with significantly better outcomes as practice progressed. By contrast, a composite measure of verbal and visual declarative learning ability did not predict L2 outcomes in either the GJT or the online measure.