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Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults

Singh, D; Wonnacott, E; Samara, A; (2021) Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults. Journal of Memory and Language , 121 , Article 104265. 10.1016/j.jml.2021.104265. Green open access

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Abstract

Children are powerful statistical spellers, showing sensitivity to untaught orthographic patterns. They can also learn novel written patterns with phonological counterparts via statistical learning processes, akin to those established for spoken language acquisition. It is unclear whether children can learn written (graphotactic) patterns which are unconfounded from correlated phonotactics. We address this question by inducing novel graphotactic learning under incidental versus explicit conditions. Across three artificial lexicon experiments, we exposed children and adults to letter strings ending either in singlets or doublets (that share the same pronunciation, e.g., s vs. ss) depending on the preceding vowel. In post-tests, children and adults incidentally generalized over such context-based constraints that varied in complexity. Explicit instruction further benefitted pattern generalization, supporting the practice of teaching spelling patterns, and there was a relationship between explicit learning and literacy scores. We are first to demonstrate that statistical learning processes underlie graphotactic generalizations among developing spellers.

Type: Article
Title: Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.jml.2021.104265
Publisher version: https://doi.org/10.1016/j.jml.2021.104265
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Statistical learning, Explicit instruction, Graphotactics, Bayes factors
UCL classification: UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Language and Cognition
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Computer Science
UCL > Provost and Vice Provost Offices > UCL BEAMS
URI: https://discovery.ucl.ac.uk/id/eprint/10143122
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