Consistent and cumulative effects of syntactic experience in children’s sentence production: Evidence for error-based implicit learning

Branigan, Holly P. and Messenger, Katherine (2016) Consistent and cumulative effects of syntactic experience in children’s sentence production: Evidence for error-based implicit learning. Cognition, 157. pp. 250-256. ISSN 0010-0277

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Abstract

Error-based implicit learning models (e.g., Chang, Dell, & Bock, 2006) propose that a single learning mechanism underlies immediate and long-term effects of experience on children’s syntax. We test two key predictions of these models: That individual experiences of infrequent structures should yield both immediate and long-term facilitation, and that such learning should be consistent in individual speakers across time. Children (and adults) described transitive events in two picture-matching games, held a week apart. In both sessions, the experimenter’s immediately preceding syntax (active vs. passive) dynamically influenced children’s (and adults’) syntactic choices in an individually consistent manner. Moreover, children showed long-term facilitation, through an increased likelihood to produce passives in Session 2, with speakers who were most likely to immediately repeat passives in Session 1 being most likely to produce passives in Session 2. Our results are consistent with an error-based syntactic learning mechanism that operates across the lifespan.

Item Type:
Journal Article
Journal or Publication Title:
Cognition
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/1200/1203
Subjects:
?? LINGUISTICS AND LANGUAGECOGNITIVE NEUROSCIENCEEXPERIMENTAL AND COGNITIVE PSYCHOLOGYLANGUAGE AND LINGUISTICS ??
ID Code:
185693
Deposited By:
Deposited On:
03 Feb 2023 16:00
Refereed?:
Yes
Published?:
Published
Last Modified:
19 Sep 2023 02:58