کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10147059 | 1646431 | 2019 | 6 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Statistical learning and spelling: Evidence from an incidental learning experiment with children
ترجمه فارسی عنوان
یادگیری آماری و املای: شواهد از یک تجربه یادگیری اتفاقی با کودکان
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کلمات کلیدی
موضوعات مرتبط
علوم زیستی و بیوفناوری
علم عصب شناسی
علوم اعصاب شناختی
چکیده انگلیسی
Statistical learning processes-akin to those seen in spoken language acquisition (Saffran et al., 1996)-may be important for the development of literacy, particularly spelling development. One previous study provides direct evidence for this process: Samara and Caravolas (2014) demonstrated that 7-year-olds generalize over permissible letter contexts (graphotactics) in novel word-like stimuli under incidental learning conditions. However, unlike in actual orthography, conditioning contexts in Samara and Caravolas' (2014) stimuli comprised perfectly correlated, redundant cues in both word-initial and word-final positions. The current study explores whether 7-year-olds can extract such constraints in the absence of redundant cues. Since theories of literacy development predict greater sensitivity to restrictions within word-final units, we also contrast learning in word-initial and word-final units. We demonstrate that-for 7-year-old learners in two linguistic contexts (English and Turkish)-there is substantial evidence for the learning of both types of restriction.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Cognition - Volume 182, January 2019, Pages 25-30
Journal: Cognition - Volume 182, January 2019, Pages 25-30
نویسندگان
Anna Samara, Daniela Singh, Elizabeth Wonnacott,