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Individual and Developmental Differences in Distributional Learning
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The fine-tuning of linguistic expectations over the course of L2 learning
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Distributional learning aids linguistic category formation in school-age children*
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Abstract:
The goal of this study was to determine if typically developing children could form grammatical categories from distributional information alone. Twenty-seven children aged six to nine listened to an artificial grammar which contained strategic gaps in its distribution. At test, we compared how children rated novel sentences that fit the grammar to sentences that were ungrammatical. Sentences could be distinguished only through the formation of categories of words with shared distributional properties. Children’s ratings revealed that they could discriminate grammatical and ungrammatical sentences. These data lend support to the hypothesis that distributional learning is a potential mechanism for learning grammatical categories in a first language.
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Keyword:
Article
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URL: https://doi.org/10.1017/S0305000917000435 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5902430/ http://www.ncbi.nlm.nih.gov/pubmed/29125090
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Reading span task performance, linguistic experience, and the processing of unexpected syntactic events
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Form-To-Expectation Matching Effects on First-Pass Eye Movement Measures During Reading
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A same-system view of L2 processing: evidence from long-distance syntactic dependencies in L2 Spanish
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Rapid Expectation Adaptation during Syntactic Comprehension
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Phonological Typicality Influences Sentence Processing in Predictive Contexts: Reply to Staub, Grant, Clifton, and Rayner (2009)
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