Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Hudson Kam, Carla L.
• Is Part Of: Language learning and development. Volume 14:Issue 1(2018)
• Page Start: 13
• Page End: 41
• Publication Date: 2018-01-02
• Subjects: Language acquisition -- Research -- Periodicals; Children -- Language -- Periodicals; 401.9305
• DOI: 10.1080/15475441.2017.1324309
• Languages: English
• ISSNs: 1547-5441

Abstract

ABSTRACT: Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at least a partial phonological basis. Children learning their first language do not face this interference initially, which may facilitate the learning of some grammatical patterns. In this study I ask whether learning outcomes could be improved in adults encouraged to engage with input in a more infant-like way. Across five experiments, adults were exposed to a miniature artificial language with grammatical gender-like patterns. Exposure either included both speech and meaning throughout, or initially, just the speech, followed by exposure to both speech and meaning. Sound-only initial exposure did not improve learning outcomes in adult learners.