A Single Paradigm for Implicit and Statistical Learning. (23rd July 2019)

• Record Type: Journal Article
• Authors: Monaghan, Padraic; Schoetensack, Christine; Rebuschat, Patrick
• Is Part Of: Topics in cognitive science. Volume 11:Number 3(2019)
• Page Start: 536
• Page End: 554
• Publication Date: 2019-07-23
• Subjects: Implicit learning -- Statistical learning -- Cross‐situational learning -- Awareness -- Language -- Acquisition -- Explicit instruction; Cognitive science -- Periodicals; Cognitive Science -- Periodicals; 153.05
• DOI: 10.1111/tops.12439
• Languages: English
• ISSNs: 1756-8757

Abstract

Abstract: Implicit learning generally refers to the acquisition of structures that, like knowledge of natural language grammar, are not available to awareness. In contrast, statistical learning has frequently been related to learning language structures that are explicitly available, such as vocabulary. In this paper, we report an experimental paradigm that enables testing of both classic implicit and statistical learning in language. The paradigm employs an artificial language comprising sentences that accompany visual scenes that they represent, thus combining artificial grammar learning with cross‐situational statistical learning of vocabulary. We show that this methodology enables a comparison between acquisition of grammar and vocabulary, and the influences on their learning. We show that both grammar and vocabulary are promoted by explicit information about the language structure, that awareness of structure affects acquisition during learning, and awareness precedes learning, but is not distinctive at the endpoint of learning. The two traditions of learning—implicit and statistical—can be conjoined in a single paradigm to explore both the phenomenological and learning consequences of statistical structural knowledge. Abstract : This article focuses on the implicit statistical learning of words and syntax. Monaghan, Schoetensack and Rebuschat introduce a novel paradigm that combines theoretical and methodological insights from the two research traditions, implicit learning and statistical learning. Their cross‐situational learning paradigm has been used in the statistical learning literature, while their measures of awareness have widely been used in implicit learning research. They illustrate how the two literatures can be conjoined in a single paradigm to explore implicit statistical learning.