The Role of Attention, Language Ability, and Language Experience in Children's Artificial Grammar Learning

Autor/inn/en	Crespo, Kimberly; Kaushanskaya, Margarita
Titel	The Role of Attention, Language Ability, and Language Experience in Children's Artificial Grammar Learning
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 4, S.1574-1591 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Crespo, Kimberly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Role; Learning Processes; Attention Control; Language Skills; Nonverbal Ability; Language Tests; English; Monolingualism; Bilingualism; Spanish; English (Second Language); Scores; Elementary School Students; Grammar; Artificial Languages; Task Analysis; Visual Stimuli; Socioeconomic Status; Visual Learning; Wisconsin (Madison); Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Rollen; Learning process; Lernprozess; Aufmerksamkeitstest; Language skill; Sprachkompetenz; Language test; Sprachtest; English language; Englisch; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Aufgabenanalyse; Socio-economic status; Sozioökonomischer Status; Visual education; Visuelles Lernen
Abstract	Purpose: The current study examined the role of attention and language ability in nonverbal rule induction performance in a demographically diverse sample of school-age children. Method: The participants included 43 English-speaking monolingual and 65 Spanish-English bilingual children between the ages of 5 and 9 years. Core Language Index standard scores from the Clinical Evaluation of Language Fundamentals--Fourth Edition indexed children's language skills. Rule induction was measured via a visual artificial grammar learning task. Two equally complex finite-state artificial grammars were used. Children learned one grammar in a low attention condition (where children were exposed to symbol sequences with no distractors) and another grammar in a high attention condition (where distractor symbols were presented around the perimeter of the target symbol sequences). Results: Overall, performance in the high attention condition was significantly worse than performance in the low attention condition. Children with robust language skills performed significantly better in the high attention condition than children with weaker language skills. Despite group differences in socioeconomic status, English language skills, and nonverbal intelligence, monolingual and bilingual children performed similarly to each other in both conditions. Conclusion: The results suggest that the ability to extract rules from visual input is attenuated by the presence of competing visual information and that language ability, but not bilingualism, may influence rule induction. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01