Word Segmentation Across Two Languages Via Statistical Learning

统计学习是指跟踪来自周围环境的感官输入中的规则模式的能力。鉴于语言的层次结构，语言本质上是一个基于模式的系统，因此研究人员认为统计学习是语言习得的基础。事实上，婴幼儿和成年人可以通过跟踪音节共现概率并在此基础上提取单词来找到人工语言中的单词。然而，以前的研究主要集中在学习者是否可以从一种语言中统计分割单词，学习者是否可以从两种人工语言中分割单词在很大程度上仍然未知。鉴于双语现象在全球的普遍存在，有必要进行双输入分割。一些研究已经证明，当由强的说话者特定的上下文线索（即，每种语言与不同的人配对）。然而，从本质上讲，一个双语个体必须在两种不同的语言之间交替，有时甚至在一次对话中（即，语码转换）。因此，重要的是要探讨是否语音上下文线索在一个人的讲话，可以促进成人分割的两种人工语言。因此，我们将研究成人和婴儿学习者回答三个问题：（i）学习者能否利用单个人的语音中的语音线索成功地从两种人工语言中分割单词？2)双语者比单语者表现好吗？3）在两种语言的分词中，是否有特定的因素，如认知能力或双语经验，是双语优势的基础？在我们的第一组研究中，我们检查成人学习者是否通常可以利用法语和英语语音线索来从两种重叠的人工语言中分割单词。试点数据表明，基于某些音素的限制和同时双语的优势。因此，我们建议测试同时使用多种语言，使用更显着的音素差异，并在一系列实验中使用非母语语音线索，以充分探索成年人在新环境中处理信息的灵活性和他们对标记语言输入变化的微妙线索的敏感性。此外，我们将探讨成人的认知能力是否与学习者的分割性能有关。在第二组研究中，我们将测试9，11和13个月的婴儿在相同的法语口音与英语口音的人工语言刺激在一个双输入分割任务适合婴儿。这种发展的方法将测试是否有任何双语优势出现在婴儿期。此外，我们将再次使用执行功能任务测试认知技能，以探索分割和认知能力之间的任何关系。

Statistical learning refers to the ability to track regular patterns in sensory input from ambient environments. Given its regularities and hierarchical structures, language is essentially a pattern-based system and therefore researchers have argued that statistical learning is fundamental to language acquisition. Indeed, young infants and adults can find words in artificial languages by tracking syllable co-occurrence probabilities and extracting words on that basis. However, prior studies have mainly focused on whether learners can statistically segment words from a single language; whether learners can segment words from two artificial languages remains largely unknown. Given the global prevalence of bilingualism, it is necessary to dual-input segmentation. Some studies have demonstrated that learners succeed in segmenting two overlapping artificial languages when supported by strong speaker-specific contextual cues (i.e., each language paired with a different person). However, by nature, a single bilingual individual has to alternate between two distinct languages, sometimes even in one conversation (i.e., code-switching). It is therefore important to explore whether phonetic contextual cues in a single individual's speech can facilitate adult segmentation of two artificial languages. Therefore, we will examine adult and infant learners to answer three questions: (i) Can learners make use of phonetic cues within a single individual's speech to segment words successfully from two artificial languages?; 2) Do bilinguals outperform monolinguals?; and 3) Do specific factors, such as cognitive ability or bilingual experience, underlie any potential bilingual advantage in word segmentation across two languages? In our first group of studies, we examine if adult learners generally could make use of French and English phonetic cues to segment words from two overlapping artificial languages. Pilot data indicated limitations based on certain phonemes and a simultaneous bilingual advantage. We therefore propose to test simultaneous multilinguals, use more salient phoneme differences, and use non-native phonetic cues across a series of experiments to fully explore adults' flexibility in processing information in new environments and their sensitivity to subtle cues that mark the changes of language inputs. Further, we will explore if adults' cognitive abilities are related to learners' segmentation performance. In the second set of studies, we will test infants of 9, 11, and 13 months on the same French-accented versus English-accented artificial language stimuli in a dual input segmentation task adapted for infants. This developmental approach will test if any bilingual advantages emerge in infancy. Further, we will again test cognitive skills using a executive functioning task to explore any relationship between segmentation and cognitive ability.