Exploring language acquisition in children with a miniature artificial language: Effects of item and pattern frequency, arbitrary subclasses, and correction

Braine, Martin D. S.; Brody, Ruth E.; Brooks, Patricia J.; Sudhalter, Vicki; Ross, Julie A.; Catalano, Lisa; Fisch, Shalom M.

doi:10.1016/0749-596x(90)90054-4

Cited by 97 publications

(88 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Our data suggests that both of these mechanisms remain active after childhood (see Braine et al, 1990;Gillette, Gleitman, Gleitman, & Lederer, 1999). In line with this, statistical learning has been demonstrated in both infants and adults when learning an artificial mini-language (Saffran et al, 1996b;Saffran et al, 1996a).…”

Section: Discussionsupporting

confidence: 85%

Words as Anchors

Cunillera

Càmara

Laine

et al. 2010

Experimental Psychology

View full text Add to dashboard Cite

Can even a handful of newly learned words help to find further word candidates in a novel spoken language? The present study shows that the statistical segmentation of words from speech stream by adults is facilitated by the presence of known words in the stream. This facilitatory effect is immediate as the known words were acquired only minutes before the onset of the speech stream. Our results demonstrate an interplay between top-down lexical segmentation and bottom-up statistical learning, in line with infant research suggesting that integration of multiple cues facilitates early language learning. The ability to simultaneously benefit from both types of word segmentation cues appear to be present through adulthood, and it can thus play a role in second language learning.3

show abstract

Section: Discussionsupporting

confidence: 85%

Words as Anchors

Cunillera

Càmara

Laine

et al. 2010

Experimental Psychology

View full text Add to dashboard Cite

show abstract

“…Since categorization is a ubiquitous human process, it is likely that similar mechanisms are in operation for 1-year-olds and younger, but the parameters under which these mechanisms operate-the issues that the questions at the end of the last paragraph raised-are likely to be different from those of adults. 5 These differences can have an important effect on how distributionalanalyses are incorporated into theories of language acquisition, so extending these findings to infants and young children is critical (for related discussions see Braine et al, 1990;Elman, 1993;Newport, 1990).…”

Section: Discussionmentioning

confidence: 99%

Category induction from distributional cues in an artificial language

2002

View full text Add to dashboard Cite

“…In controlled laboratory settings, it has also been shown that learners could acquire and generalize word subclass knowledge if such subclasses were systematically marked by meaning or form similarities. In contrast, arbitrary categories were not acquireable (Braine, 1987;Braine, Brody, Brooks, Sudhalter, Ross, Catalano, & Fisch, 1990;Brooks, Braine, Catalano, Brody, & Sudhalter, 1993). For example, Brooks et al taught learners an artificial language containing two noun subclasses.…”

mentioning

confidence: 93%