Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

Pili-Moss, Diana

doi:10.1111/lang.12454

Cited by 7 publications

(5 citation statements)

References 59 publications

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“…More research is needed to investigate the complex relationships between these factors. The role of cognitive and linguistic individual differences, is clearly a burgeoning area of interest in the language learning sciences (e.g., Bolibaugh & Foster, 2021; Buffington et al, 2021; Pili-Moss, 2021; Riches & Jackson, 2018; Walker et al, 2020; including special issues dedicated to the topic such as those edited by Andringa & Dąbrowska, 2019; Roberts & Meyer, 2012), and investigating the role of individual cognitive abilities in prediction and, specifically, error-based learning, in L1 and L2 (or Lx) speakers would constitute a timely extension of this agenda. Such research could shed more light on some of the factors we have reviewed, such as the varying effect of L2 proficiency (e.g., helping to clarify the relative contributions of knowledge representation and “procedural” proficiency in enabling prediction).…”

Section: Discussionmentioning

confidence: 99%

Prediction and Error-Based Learning in L2 Processing and Acquisition

Bovolenta

Marsden

2021

Stud Second Lang Acquis

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There is currently much interest in the role of prediction in language processing, both in L1 and L2. For language acquisition researchers, this has prompted debate on the role that predictive processing may play in both L1 and L2 language learning, if any. In this conceptual review, we explore the role of prediction and prediction error as a potential learning aid. We examine different proposed prediction mechanisms and the empirical evidence for them, alongside the factors constraining prediction for both L1 and L2 speakers. We then review the evidence on the role of prediction in learning languages. We report computational modeling that underpins a number of proposals on the role of prediction in L1 and L2 learning, then lay out the empirical evidence supporting the predictions made by modeling, from research into priming and adaptation. Finally, we point out the limitations of these mechanisms in both L1 and L2 speakers.

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Section: Discussionmentioning

confidence: 99%

Prediction and Error-Based Learning in L2 Processing and Acquisition

Bovolenta

Marsden

2021

Stud Second Lang Acquis

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“…Pili-Moss et al speculated that discrepancies with previous studies and the role of declarative learning ability in consistently supporting accuracy at later stages of exposure could be taskdependent [19], specifically at least partially due to the enhanced visual and semantic processing associated with the online game task compared to the aural grammaticality judgment test. Divergent results between grammaticality judgment test and sentence comprehension measures in the Brocanto paradigm were also evidenced for children at early stages of exposure (after 6 game blocks) [26]. Here grammaticality judgment test scores were positively related to procedural learning ability measured by an alternate serial reaction time task, whereas sentence comprehension was mainly predicted by vocabulary learning ability and a composite of verbal and visual declarative learning ability throughout practice, although to a lesser extent participants with stronger procedural learning abilities also tended to attain higher accuracy towards the end of practice.…”

Section: Plos Onementioning

confidence: 92%

Long-term memory predictors of adult language learning at the interface between syntactic form and meaning

Pili-Moss¹

2021

Preprint

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Recent neurocognitive models of second language learning have posited specific roles for declarative and procedural memory in the processing of novel linguistic stimuli. Pursuing this line of investigation, the present study examined the role of declarative and procedural memory abilities in the early stages of adult comprehension of sentences in a miniature language with natural language characteristics (BrocantoJ). Thirty-six native Italian young adults were aurally exposed to BrocantoJ in the context of a computer game over three sessions on consecutive days. Following vocabulary training and passive exposure, participants were asked to perform game moves described by aural sentences in the language. Game trials differed with respect to the information the visual context offered. In part of the trials processing of relationships between grammatical properties of the language (word order and morphological case marking) and noun semantics (thematic role) was necessary in order reach an accurate outcome, whereas in others nongrammatical contextual cues were sufficient. Declarative and procedural learning abilities were respectively indexed by visual and verbal declarative memory measures and by a measure of visual implicit sequence learning. Overall, the results indicated a substantial role of declarative learning ability in the early stages of sentence comprehension, thus confirming theoretical predictions and the findings of previous similar studies in miniature artificial language paradigms. However, for trials that specifically probed the learning of relationships between morphosyntax and semantics, a positive interaction between declarative and procedural learning ability also emerged, indicating the cooperative engagement of both types of learning abilities in the processing of relationships between ruled-based grammar and interpretation in the early stages of exposure to a new language in adults.

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“…All vocabulary items were introduced aurally by the researcher without using translations and in association with a corresponding static picture (game tokens, adjectives and directions) or animation (moves). For a detailed description of the vocabulary training procedure see Pili-Moss [ 26 ]. Vocabulary training was followed by a test where participants had to reach a criterion of 100% correctly identified word/visual associations in order to proceed to the subsequent stage of the experiment.…”

Section: Methodsmentioning

confidence: 99%

“…Pili-Moss et al speculated that discrepancies with previous studies and the role of declarative learning ability in consistently supporting accuracy at later stages of exposure could be task-dependent [ 19 ], specifically at least partially due to the enhanced visual and semantic processing associated with the online game task compared to the aural grammaticality judgment test. Divergent results between grammaticality judgment test and sentence comprehension measures in the Brocanto paradigm were also evidenced for children at early stages of exposure (after 6 game blocks) [ 26 ]. Here grammaticality judgment test scores were positively related to procedural learning ability measured by an alternate serial reaction time task, whereas sentence comprehension was mainly predicted by vocabulary learning ability and a composite of verbal and visual declarative learning ability throughout practice, although to a lesser extent participants with stronger procedural learning abilities also tended to attain higher accuracy towards the end of practice.…”

Section: Introductionmentioning

confidence: 99%

“…However, success in tasks involving language interpretation is not exclusively supported by declarative learning abilities. Training studies investigating adult learning of simple affixation rules [ 17 , 27 , 28 ], as well as child studies investigating learning of morphosyntax [ 26 ], have also indicated a role of procedural or statistical learning ability in supporting language development after relatively short exposure phases.…”

Section: Introductionmentioning

confidence: 99%

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Long-term memory predictors of adult language learning at the interface between syntactic form and meaning

Pili-Moss

2022

PLoS ONE

Self Cite

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Recent neurocognitive models of second language learning have posited specific roles for declarative and procedural memory in the processing of novel linguistic stimuli. Pursuing this line of investigation, the present exploratory study examined the role of declarative and procedural memory abilities in the early stages of adult comprehension of sentences in a miniature language with natural language characteristics (BrocantoJ). Thirty-six native Italian young adults were aurally exposed to BrocantoJ in the context of a computer game over three sessions on consecutive days. Following vocabulary training and passive exposure, participants were asked to perform game moves described by aural sentences in the language. Game trials differed with respect to the information the visual context offered. In part of the trials processing of relationships between grammatical properties of the language (word order and morphological case marking) and noun semantics (thematic role) was necessary in order reach an accurate outcome, whereas in others nongrammatical contextual cues were sufficient. Declarative and procedural learning abilities were respectively indexed by visual and verbal declarative memory measures and by a measure of visual implicit sequence learning. Overall, the results indicated a substantial role of declarative learning ability in the early stages of sentence comprehension, thus confirming theoretical predictions and the findings of previous similar studies in miniature artificial language paradigms. However, for trials that specifically probed the learning of relationships between morphosyntax and semantics, a positive interaction between declarative and procedural learning ability also emerged, indicating the cooperative engagement of both types of learning abilities in the processing of relationships between ruled-based grammar and interpretation in the early stages of exposure to a new language in adults.

show abstract

Cognitive Predictors of Child Second Language Comprehension and Syntactic Learning

Cited by 7 publications

References 59 publications

Prediction and Error-Based Learning in L2 Processing and Acquisition

Prediction and Error-Based Learning in L2 Processing and Acquisition

Long-term memory predictors of adult language learning at the interface between syntactic form and meaning

Long-term memory predictors of adult language learning at the interface between syntactic form and meaning

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