Structural Priming in Spanish as Evidence of Implicit Learning

Autor/inn/en	Gámez, Perla B.; Shimpi, Priya M.
Titel	Structural Priming in Spanish as Evidence of Implicit Learning
Quelle	In: Journal of Child Language, 43 (2016) 1, S.207-233 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000915000161
Schlagwörter	Priming; Spanish; Spanish Speaking; Syntax; Young Children; Child Language; Comprehension; Language Skills + Suchen Sie Ihr Suchwort? Spanisch; Frühe Kindheit; 'Children''s language'; Kindersprache; Verstehen; Verständnis; Language skill; Sprachkompetenz
Abstract	This study uses a structural priming technique with young Spanish speakers to test whether exposure to a rare syntactic form in Spanish ("fue"-passive) would increase the production and comprehension of that form. In Study 1, 14 six-year-old Spanish speakers described pictures of transitive scenes. This baseline study revealed that "fue"-passives were virtually non-existent in children's spontaneous speech. Using the priming technique in Study 2, an additional 56 Spanish-speaking children were exposed to "fue"-passive or active picture descriptions; we varied whether children repeated the modeled form. With repetition, production of "fue"-passives increased past baseline usage. When not asked to repeat, comprehension and production of "fue"-passives was no different than chance. Results extend the existing literature by experimentally testing input effects on the production and comprehension of infrequently used constructions, further corroborating the relation between input frequency and language skill. Findings are consistent with the view that an implicit learning mechanism guides language learning. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01