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Statistical learning and spelling: Evidence from an incidental learning experiment with children.

08:00 EDT 11th September 2018 | BioPortfolio

Summary of "Statistical learning and spelling: Evidence from an incidental learning experiment with children."

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.

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This article was published in the following journal.

Name: Cognition
ISSN: 1873-7838
Pages: 25-30

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Process in which individuals take the initiative, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes (Knowles, 1975)

Change in learning in one situation due to prior learning in another situation. The transfer can be positive (with second learning improved by first) or negative (where the reverse holds).

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