The role of statistical learning in predicting child language outcomes.

统计学习在预测儿童语言结果中的作用。

• 批准号: 10671691
• 负责人: Erin Isbilen
• 金额: $ 8.08万
• 依托单位: YALE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-04-01 至 2024-08-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10671691
• 关键词: 6 year old; 8 year old; Adult; Age; American; Auditory; Behavioral; Child; Child Language; Cognitive Science; Data; Development; Diagnostic; Early identification; Education; Educational Status; Elderly; Environment; Eye Movements; Goals; Grant; Growth; Health; Individual Differences; Knowledge; Language; Language Development; Language Disorders; Learning; Letters; Life; Linguistics; Measures; Methodology; Methods; Modality; Nursery Schools; Occupational Status; Orthography; Outcome; Parents; Pattern; Population; Reader; Reading; Reporting; Research; Risk; Role; School-Age Population; Shapes; Short-Term Memory; Socioeconomic Status; Speech; Structure; Testing; Text; Training; Visual; Vocabulary; Writing; age group; cognitive ability; cognitive process; cognitive task; diagnostic tool; elementary school; experimental study; falls; infancy; language comprehension; language outcome; language processing; learning ability; literacy; literate; negative affect; novel; phonology; remediation; skills; social; statistical learning; statistics; syntax; tool; visual tracking

Project Summary A key component in the development of linguistic proficiency is the capacity to learn from the regularities present in the environment. This basic cognitive process enables the discovery of the words and grammatical relations present in speech, and also enables the identification of these structures in written text. While previous research has established key connections between statistical learning – the ability to learn from distributional patterns – and language skills in literate children, fewer studies have explored its contribution to language outcomes in speaking, pre-literate children, and how this connection changes as a function of reading development. The goal of the proposed research is to better understand how statistical learning impacts two fundamental precursors to literacy: spoken word recognition and letter identification, as well as their contribution to vocabulary and syntactic development. Over three sets of experiments, the proposed research will employ a cross-sectional, individual differences approach to studying linguistic development. Our specific aims are to: 1) track the development of auditory and visual statistical learning in pre-readers (children 4–6 years old) and early readers (children 6–8 years old), and 2) establish the contribution of individual differences in statistical learning in different modalities to online language processing and the development of native language proficiency. We will deploy a battery of cognitive tasks to gain a thorough understanding of the impact of statistical learning on burgeoning language skills. In addition, we will leverage eye-tracking (one of the grant’s main training goals) to develop novel tasks that can be used across-age groups to probe reading precursors, and how they inform general language outcomes.

项目摘要 发展语言能力的一个关键组成部分是从当前的环境中学习的能力 在环境中。这一基本的认知过程使人们能够发现词汇和语法关系 在语音中存在，并且还使得能够在书面文本中识别这些结构。 虽然以前的研究已经建立了统计学习之间的关键联系-学习的能力 从识字儿童的分布模式和语言技能来看，很少有研究探讨它的贡献。 语言的结果，识字前的儿童，以及这种联系如何改变作为一个功能， 阅读发展。拟议研究的目标是更好地了解统计学习如何影响 识字的两个基本先决条件：口语单词识别和字母识别，以及它们的 对词汇和句法发展的贡献。 在三组实验中，拟议的研究将采用横截面，个体差异 研究语言发展的方法。我们的具体目标是：1）跟踪听觉和 预阅读者（4-6岁儿童）和早期阅读者（6-8岁儿童）的视觉统计学习，以及 2)确定不同模式下统计学习中的个体差异对在线学习的贡献 语言处理和母语能力的发展。我们将部署一套认知系统 任务，以全面了解统计学习对新兴语言技能的影响。在 此外，我们将利用眼动追踪（补助金的主要培训目标之一）来开发新的任务， 可用于跨年龄组来探索阅读前兆，以及它们如何影响一般语言结果。

项目成果

Individual differences in artificial and natural language statistical learning.

• DOI: 10.1016/j.cognition.2022.105123
• 发表时间: 2022-08
• 期刊: COGNITION
• 影响因子: 3.4
• 作者: Isbilen, Erin S.;McCauley, Stewart M.;Christiansen, Morten H.
• 通讯作者: Christiansen, Morten H.

Statistically based chunking of nonadjacent dependencies.

• DOI: 10.1037/xge0001207
• 发表时间: 2022-11
• 期刊: JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL
• 影响因子: 4.1
• 作者: Isbilen, Erin S.;Frost, Rebecca L. A.;Monaghan, Padraic;Christiansen, Morten H.
• 通讯作者: Christiansen, Morten H.