Many babies 3 rule learning - Stage 1 Registered Report - In principle acceptance

Abstract

The ability to learn and apply rules lies at the heart of cognition. In a seminal study, Marcus, Vijayan, Rao, and Vishton (1999) reported that seven-month-old infants learned abstract rules over syllable sequences and were able to generalize those rules to novel syllable sequences. Dozens of studies have since extended on that research using different rules, modalities, stimuli, participants (human adults and non-human animals) and experimental procedures. Yet questions remain about the robustness of Marcus et al.’s (1999) core findings, as the presence of significant learning effects has been mixed. In the current study, we aimed to address this issue by testing XX infants of a wide age range (5;0-12;0 months) in a multi-laboratory (XX laboratories) replication of the Marcus et al. (1999) study.

Rules and Statistics: What If It's Both? A Basic Computational Model of Statistical Learning in Reading Acquisition

“…Ideally, this issue should be settled with a large-scale, high-quality pre-registered replication study. This may seem like a very high benchmark, given that such studies are unfortunately still not common in psychological sciences (but see Ebersole et al, 2016;Klein et al, 2022;Klein et al, 2018;Visser et al, 2021).…”

A Linguistic Analysis Study for Teaching American-English Pronunciation: A Case Study Research

“…There are a number of influential theories that attempt to explain this miraculous and rapid linguistic growth by representing various sets of evidence (Byers-Heinlein et al, 2020;Dambudzo, 2018;Stahl & Feigenson, 2018), yet what seems obvious in the first language acquisition process is that infants have extraordinary abilities to promptly develop phonetic linguistic structures despite their immature cognitive skills (Gavin, 2006;Ramirez et al, 2017;Ramirez & Kuhl, 2017). When a child is in the process of mastering the first language, the ability to differentiate sounds as distinctive speech units enables children to separate semantic units for meaning making and communication (Nasihati et al, 2019;Singh, 2021;Singh et al, 2018;Visser et al, 2021). Without further knowledge, an unknown language is perceived by infants as a stream of sound clusters without recognizing separate semantic units for meaning making (Nasr, 1997;Clark, 2016), yet the unsettling fact that still remains a mystery is the rapid and highly accurate pronunciation development during infancy.…”