Bilingualism and Inhibitory Control Influence Statistical Learning of Novel Word Forms

Abstract

We examined the influence of bilingual experience and inhibitory control on the ability to learn a novel language. Using a statistical learning paradigm, participants learned words in two novel languages that were based on the International Morse Code. First, participants listened to a continuous stream of words in a Morse code language to test their ability to segment words from continuous speech. Since Morse code does not overlap in form with natural languages, interference from known languages was minimized. Next, participants listened to another Morse code language composed of new words that conflicted with the first Morse code language. Interference in this second language was high due to conflict between languages and due to the presence of two colliding cues (compressed pauses between words and statistical regularities) that competed to define word boundaries. Results suggest that bilingual experience can improve word learning when interference from other languages is low, while inhibitory control ability can improve word learning when interference from other languages is high. We conclude that the ability to extract novel words from continuous speech is a skill that is affected both by linguistic factors, such as bilingual experience, and by cognitive abilities, such as inhibitory control.

Enhancing the learning of new words using an errorless learning procedure: Evidence from typical adults

“…Another limitation of the current evidence is that previous studies have considered the role of attention and working memory in bilingual novel-word learning separately (e.g., Bartolotti et al 2011;Papagno & Vallar, 1995). We are not aware of studies that have examined the roles of attentional control and working memory mechanisms simultaneously in learning novel-words in bilinguals.…”

“…However, in a recent study Kaushanskaya (2012) found that bilinguals outperformed monolinguals in novel-word learning even when their verbal short-term memory ability was matched challenging the view that the novel-word learning advantage was attributed to enhanced verbal short-term memory. Instead, Kaushanskaya argued that the advantage was due to the impact of the bilingual experience on learning (see also Bartolotti et al, 2011;Kaushanskaya & Marian, 2009a, b).…”

“…suggests that the bilingual advantage in novel-word learning may be facilitated by enhanced executive control (see Bartolotti & Marian 2012;Bartolotti, Marian, Schroeder, & Shook, 2011;Kaushanskaya & Marian, 2009a, b), possibly reflecting the need to suppress erroneous responses (c.f., Hammer, Mohammadi, Schmicker, Saliger, & Münte, 2011;Warmington & Hitch, 2014;Warmington, Hitch, & Gathercole, 2013). More generally, executive control abilities have been shown to be a concurrent and longitudinal predictor of vocabulary development in monolinguals, and children and adolescents with specific language impairment show significant deficits in performing executive tasks (see Gathercole, 2006;Rose, Feldman, & Jankowski, 2009).…”

Predictors of Successful Learning in Multilingual Older Adults Acquiring a Majority Language

“…Therefore, language learners must walk a fine line between allowing co-activation of their languages for integration and transfer, and inhibiting previous languages to allow novel learning and processing. Consistently, evidence from a number of studies with younger adults suggests that cognitive resources are recruited to manage interference from non-target languages in individuals who are learning a novel language (e.g., Raboyeau et al, 2010;Bartolotti et al, 2011).…”

“…Instead of age, composite scores of digit span and orientation were found to predict English verbal fluency in the reference group as well as short-term maintenance of knowledge in the SPECSS learners. Verbal short-term memory (e.g., Papagno and Vallar, 1995;Kaushanskaya et al, 2011) and attention skills (e.g., Bartolotti et al, 2011) have been linked to the ability to acquire novel vocabulary and process an L2. It is thus consistent with previous findings that individuals with higher scores on digit span/orientation subtests were more successful at learning English independently prior to our SPECSS curriculum, and that the learners who participated in our SPECSS curriculum better maintained skills across the curriculum.…”