Desirable Difficulties in Language Learning? How Talker Variability Impacts Artificial Grammar Learning

Autor/inn/en	Bulgarelli, Federica; Weiss, Daniel J.
Titel	Desirable Difficulties in Language Learning? How Talker Variability Impacts Artificial Grammar Learning
Quelle	In: Language Learning, 71 (2021) 4, S.1085-1121 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bulgarelli, Federica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12464
Schlagwörter	Speech; Adults; Grammar; Learning Processes; Generalization; Artificial Languages + Suchen Sie Ihr Suchwort? Speaking; Sprechen; Grammatik; Learning process; Lernprozess
Abstract	Contending with talker variability has been found to lead to processing costs but also benefits by focusing learners on invariant properties of the signal, indicating that talker variability acts as a desirable difficulty. That is, talker variability may lead to initial costs followed by long-term benefits for retention and generalization. Adult participants learned an artificial grammar affording learning of multiple components in two experiments varying in difficulty. They learned from one, two, or eight talkers and were tested at three time points. The eight-talker condition did not impact learning. The two-talker condition negatively impacted some aspects of learning, but only under more difficult conditions. Generalization of the grammatical dependency was difficult. Thus, we discovered that high and limited talker variability can differentially impact artificial grammar learning. However, talker variability did not act as a desirable difficulty in the current paradigm as the few evidenced costs were not related to long-term benefits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01