The Settlers

Jaeger, Peter

doi:10.1080/13528160903553038

Performance Research

2009

DOI: 10.1080/13528160903553038

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The Settlers

Peter Jaeger¹

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Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements

Spit

Andringa

Rispens

et al. 2022

J Psycholinguist Res

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Many studies demonstrate that detecting statistical regularities in linguistic input plays a key role in language acquisition. Yet, it is unclear to what extent statistical learning is involved in more naturalistic settings, when young children have to acquire meaningful grammatical elements. In the present study, we address these points, by investigating whether statistical learning is involved in acquiring a morpho-syntactic structure from input that resembles natural languages more closely. We exposed 50 kindergarteners (M = 5 years, 5 months) to a miniature language in which they had to learn a grammatical marker that expressed number, and which could only be acquired on the basis of the distributional properties in the input. Half of the children performed an attention check during the experiment. Results show that young children are able to learn this meaning. We found no clear evidence that facilitating attention to the input increases learning performance.

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Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements

Spit

Andringa

Rispens

et al. 2022

J Psycholinguist Res

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The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners

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Andringa

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et al. 2021

Language Learning and Development

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Research consistently shows that adults engaged in tutored acquisition benefit from explicit instruction in several linguistic domains. For preschool children, it is often assumed that such explicit instruction does not make a difference. In the present study, we investigated whether explicit instruction affected young learners in acquiring a morpho-syntactic element. A total of 103 Dutch-speaking kindergartners (M = 5;7) received training in a miniature language to learn a meaningful agreement marker. Results from a picture matching task, during which eye movements were recorded, provided no evidence that explicit instruction led to higher accuracy rates, but suggest that it did lead to earlier predictive eye movements. These data seem incompatible with the idea that explicit instruction does not make a difference when kindergartners learn a grammatical element, and tentatively suggest that explicit instruction has a different effect on explicit knowledge than on implicit knowledge in this age group.

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The Settlers

Cited by 2 publications

References 0 publications

Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements

Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements

The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners

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