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A single paradigm for implicit and statistical learning

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A single paradigm for implicit and statistical learning. / Monaghan, Padraic; Schoetensack, Christine; Rebuschat, Patrick.
In: Topics in Cognitive Science, Vol. 11, No. 3, 23.07.2019, p. 536–554.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Monaghan, P, Schoetensack, C & Rebuschat, P 2019, 'A single paradigm for implicit and statistical learning', Topics in Cognitive Science, vol. 11, no. 3, pp. 536–554. https://doi.org/10.1111/tops.12439

APA

Monaghan, P., Schoetensack, C., & Rebuschat, P. (2019). A single paradigm for implicit and statistical learning. Topics in Cognitive Science, 11(3), 536–554. https://doi.org/10.1111/tops.12439

Vancouver

Monaghan P, Schoetensack C, Rebuschat P. A single paradigm for implicit and statistical learning. Topics in Cognitive Science. 2019 Jul 23;11(3):536–554. doi: 10.1111/tops.12439

Author

Monaghan, Padraic ; Schoetensack, Christine ; Rebuschat, Patrick. / A single paradigm for implicit and statistical learning. In: Topics in Cognitive Science. 2019 ; Vol. 11, No. 3. pp. 536–554.

Bibtex

@article{0a87f61184d249ce965b12b4ec53b44d,
title = "A single paradigm for implicit and statistical learning",
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.",
keywords = "Implicit learning, Statistical learning, Cross‐situational learning, Awareness, Language, Acquisition, Explicit instruction",
author = "Padraic Monaghan and Christine Schoetensack and Patrick Rebuschat",
year = "2019",
month = jul,
day = "23",
doi = "10.1111/tops.12439",
language = "English",
volume = "11",
pages = "536–554",
journal = "Topics in Cognitive Science",
issn = "1756-8757",
publisher = "Blackwell-Wiley",
number = "3",

}

RIS

TY - JOUR

T1 - A single paradigm for implicit and statistical learning

AU - Monaghan, Padraic

AU - Schoetensack, Christine

AU - Rebuschat, Patrick

PY - 2019/7/23

Y1 - 2019/7/23

N2 - 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.

AB - 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.

KW - Implicit learning

KW - Statistical learning

KW - Cross‐situational learning

KW - Awareness

KW - Language

KW - Acquisition

KW - Explicit instruction

U2 - 10.1111/tops.12439

DO - 10.1111/tops.12439

M3 - Journal article

VL - 11

SP - 536

EP - 554

JO - Topics in Cognitive Science

JF - Topics in Cognitive Science

SN - 1756-8757

IS - 3

ER -