Language Experience Changes Subsequent Learning

Autor/inn/en	Onnis, Luca; Thiessen, Erik
Titel	Language Experience Changes Subsequent Learning
Quelle	In: Cognition, 126 (2013) 2, S.268-284 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2012.10.008
Schlagwörter	Cognitive Processes; Syllables; Stimuli; Probability; Language Enrichment; Native Language; Word Order; Sequential Learning; Korean; English; Adults; Intonation; Task Analysis; Auditory Perception; Computational Linguistics; Language Processing; English (Second Language); Second Language Learning; Prior Learning; Language Patterns + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Silbe; Anreizsystem; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Wortfolge; Didaktische Sequenzierung; Lernsequenz; Koreanisch; English language; Englisch; Aufgabenanalyse; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Linguistics; Computerlinguistik; Sprachverarbeitung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Vorkenntnisse; Sprachmodell; Sprachstruktur
Abstract	What are the effects of experience on subsequent learning? We explored the effects of language-specific word order knowledge on the acquisition of sequential conditional information. Korean and English adults were engaged in a sequence learning task involving three different sets of stimuli: auditory linguistic (nonsense syllables), visual non-linguistic (nonsense shapes), and auditory non-linguistic (pure tones). The forward and backward probabilities between adjacent elements generated two equally probable and orthogonal perceptual parses of the elements, such that any significant preference at test must be due to either general cognitive biases, or prior language-induced biases. We found that language modulated parsing preferences with the linguistic stimuli only. Intriguingly, these preferences are congruent with the dominant "word order" patterns of each language, as corroborated by corpus analyses, and are driven by probabilistic preferences. Furthermore, although the Korean individuals had received extensive formal explicit training in English and lived in an English-speaking environment, they exhibited statistical learning biases congruent with their native language. Our findings suggest that mechanisms of statistical sequential learning are implicated in language across the lifespan, and experience with language may affect cognitive processes and later learning. (Contains 4 tables and 3 figures.) (As Provided).
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Update	2017/4/10