How implicit is statistical learning?

Hamrick, Phillip; Rebuschat, Patrick

doi:10.1515/9781934078242.365

Cited by 35 publications

(63 citation statements)

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“…As a result, they may be more able to use metacognition to assess analytical rather than intuitive thinking processes and abilities, especially when required to assess when they use each form of processing and how accurate they are, as in the REI scales. Some evidence for this claim can be found in the implicit learning literature (Dienes & Scott, 2005;Hamrick & Rebuschat, 2012; for a review, see Rebuschat, 2013), which shows that participants often believe they are guessing when making grammaticality judgments based on implicit knowledge, despite performing above chance level. This suggests that while learning took place and participants developed some structural knowledge, as evidenced by objective measures, they were unable to distinguish whether they were guessing or relying on intuition in subjective measures, a response bias that, among others, could be the result of a lack of metacognitive awareness of intuition.…”

Section: Discussionmentioning

confidence: 99%

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

Grañena

2015

Applied Psycholinguistics

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Recent proposals on language aptitude have distinguished between cognitive aptitudes for implicit and explicit learning (e.g., Doughty et al., 2010; Linck et al., 2013). This methodological study extends recent work on aptitude by investigating whether aptitudes for implicit and explicit learning are differentially related to the two main information-processing cognitive styles proposed by dual-process theories in cognitive psychology: rational–analytical and experiential–intuitive (Pacini & Epstein, 1999). A relationship was found between a rational–analytical profile and explicit aptitude, as well as between an experiential–intuitive profile and implicit aptitude. Structural equation modeling further showed that the proposed model had acceptable fit. These results were interpreted as support for the qualitatively different types of cognitive processes underlying the two hypothesized types of aptitude.

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Section: Discussionmentioning

confidence: 99%

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

Grañena

2015

Applied Psycholinguistics

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“…The claim that statistical learning and implicit learning share underlying processes (and may even be different labels for the same process) is not a universally acknowledged one; for example, it is in opposition to accounts of statistical learning that rely on computation of transitional probabilities (e.g., Adriaans & Kager, 2010). As such, the relationship between statistical and implicit learning is still debatable and an important topic for future research (e.g., Conway & Christiansen, 2006;Hamrick & Rebuschat, 2012;Perruchet & Pacton, 2006).…”

Section: Comparison To Other Accountsmentioning

confidence: 99%

Statistical learning of language: Theory, validity, and predictions of a statistical learning account of language acquisition

Erickson

Thiessen

2015

Developmental Review

235

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A B S T R A C TConsiderable research indicates that learners are sensitive to probabilistic structure in laboratory studies of artificial language learning. However, the artificial and simplified nature of the stimuli used in the pioneering work on the acquisition of statistical regularities has raised doubts about the scalability of such learning to the complexity of natural language input. In this review, we explore a central prediction of statistical learning accounts of language acquisition -that sensitivity to statistical structure should be linked to real language processes -via an examination of: (1) recent studies that have increased the ecological validity of the stimuli; (2) studies that suggest statistical segmentation produces representations that share properties with real words; (3) correlations between individual variability in statistical learning ability and individual variability in language outcomes; and (4) atypicalities in statistical learning in clinical populations characterized by language delays or deficits.

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“…Several recent SLA studies have employed subjective measures of awareness for the first time (e.g., Hamrick & Rebuschat, ; Rebuschat, ; Rebuschat & Williams, , , ; Tagarelli et al, ). Rebuschat and Williams (, Experiment 2), for example, investigated whether adult L2 learners can acquire the syntax of a new language without the intention to learn and without becoming aware of the knowledge they have acquired.…”

Section: Subjective Measuresmentioning

confidence: 99%

Measuring Implicit and Explicit Knowledge in Second Language Research

2013

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This article reviews three types of measures which have been widely used in psychological research to assess the conscious or unconscious status of knowledge: retrospective verbal reports, direct and indirect tests, and subjective measures. The goal is to make these techniques available to a wide audience of second language (L2) researchers and to offer suggestions for their sound use in order to promote the study of implicit L2 learning. Each section begins with a brief definition of what it means to have acquired unconscious (implicit) knowledge according to the measure in question. This is followed by a description of representative studies that illustrate how the technique has been used and by a discussion of its limitations. Each section concludes with specific guidelines on how to apply the respective measure to the investigation of implicit and explicit L2 learning.

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How implicit is statistical learning?

Cited by 35 publications

References 0 publications

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study

Statistical learning of language: Theory, validity, and predictions of a statistical learning account of language acquisition

Measuring Implicit and Explicit Knowledge in Second Language Research

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