The different time course of phonotactic constraint learning in children and adults : evidence from speech errors

Speech errors typically respect the speaker’s implicit knowledge of language-wide phonotactics (e.g., /ŋ/ cannot be a syllable onset in the English language). Previous work demonstrated that adults can learn novel experimentally-induced phonotactic constraints by producing syllable strings in which the allowable position of a phoneme depends on another phoneme within the sequence (e.g., /t/ can only be an onset if the medial vowel is /i/), but not earlier than the second day of training. Thus far, no work has been done with children. In the current 4-day experiment, a group of Dutch-speaking adults and nine-year-old children were asked to rapidly recite sequences of novel word-forms (e.g., kieng nief siet hiem) that were consistent with phonotactics of the spoken Dutch language. Within the procedure of the experiment, some consonants (i.e., /t/ and /k/) were restricted to onset or coda position depending on the medial vowel (i.e., /i/ or “ie” versus /øː/ or “eu”). Speech errors in adults revealed a learning effect for the novel constraints on the second day of learning, consistent with earlier findings. A post-hoc analysis at trial-level showed that learning was statistically reliable after an exposure of 120 sequence-trials (including a consolidation period). In contrast, cChildren, however, started learning the constraints already on the first day. More precisely, the effect appeared significantly after an exposure of 24 sequences. These findings indicate that children are rapid implicit learners of novel phonotactics, which bears important implications for theorizing about developmental sensitivities in language learning

Does Extreme Language Control Training Improve Cognitive Control? A Comparison of Professional Interpreters, L2 Teachers and Monolinguals

There is currently a lively debate in the literature whether bilingualism leads to enhanced cognitive control or not. Recent evidence suggests that knowledge of more than one language does not always suffice for the manifestation of a bilingual cognitive control advantage. As a result, ongoing research has focused on modalities of bilingual language use that may interact with the bilingual advantage. In this study, we explored the cognitive control performance of simultaneous interpreters. These highly proficient bilinguals comprehend information in one language while producing in the other language, which is a complex skill requiring high levels of language control. In a first experiment, we compared professional interpreters to monolinguals. Data were collected on interference suppression (flanker task), prepotent response inhibition (Simon task), and short-term memory (digit span task). The results showed that the professional interpreters performed similarly to the monolinguals on all measures. In Experiment 2, we compared professional interpreters to monolinguals and second language teachers. Data were collected on interference suppression (advanced flanker task), prepotent response inhibition (advanced flanker task), attention (advanced flanker task), short-term memory (Hebb repetition paradigm), and updating (n-back task). We found converging evidence for our finding that experience in interpreting may not lead to superior interference suppression, prepotent response inhibition, and short-term memory. In fact, our results showed that the professional interpreters performed similarly to both the monolinguals and the second language teachers on all tested cognitive control measures. We did, however, find anecdotal evidence for a (small) advantage in short-term memory for interpreters relative to monolinguals when analyzing composite scores of both experiments together. Taken together, the results of the current study suggest that interpreter experience does not necessarily lead to general cognitive control advantages. However, there may be small interpreter advantages in short-term memory, suggesting that this might be an important cognitive control aspect of simultaneous interpreting. The results are discussed in the light of ongoing debates about bilingual cognitive control advantages

Order or Disorder? Impaired Hebb Learning in Dyslexia

'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.' Original article can be found at : http://psycnet.apa.org/ Copyright American Psychological AssociationThe present study offers an integrative account proposing that dyslexia and its various associated cognitive impairments reflect an underlying deficit in the long-term learning of serial-order information, here operationalized as Hebb repetition learning. In nondyslexic individuals, improved immediate serial recall is typically observed when one particular sequence of items is repeated across an experimental session, a phenomenon known as the Hebb repetition effect. Starting from the critical observation that individuals with dyslexia seem to be selectively impaired in cognitive tasks that involve processing of serial order, the present study is the first to test and confirm the hypothesis that the Hebb repetition effect is affected in dyslexia, even for nonverbal modalities. We present a theoretical framework in which the Hebb repetition effect is assumed to be a laboratory analogue of naturalistic word learning, on the basis of which we argue that dyslexia is characterized by an impairment of serial-order learning that affects language learning and processing.Peer reviewedFinal Accepted Versio

Unlocking adults’ implicit statistical learning by cognitive depletion

Publisher Copyright: © 2022 National Academy of Sciences. All rights reserved.Human learning is supported by multiple neural mechanisms that maturate at different rates and interact in mostly cooperative but also sometimes competitive ways. We tested the hypothesis that mature cognitive mechanisms constrain implicit statistical learning mechanisms that contribute to early language acquisition. Specifically, we tested the prediction that depleting cognitive control mechanisms in adults enhances their implicit, auditory word-segmentation abilities. Young adults were exposed to continuous streams of syllables that repeated into hidden novel words while watching a silent film. Afterward, learning was measured in a forced-choice test that contrasted hidden words with nonwords. The participants also had to indicate whether they explicitly recalled the word or not in order to dissociate explicit versus implicit knowledge. We additionally measured electroencephalography during exposure to measure neural entrainment to the repeating words. Engagement of the cognitive mechanisms was manipulated by using two methods. In experiment 1 (n = 36), inhibitory theta-burst stimulation (TBS) was applied to the left dorsolateral prefrontal cortex or to a control region. In experiment 2 (n = 60), participants performed a dual working-memory task that induced high or low levels of cognitive fatigue. In both experiments, cognitive depletion enhanced word recognition, especially when participants reported low confidence in remembering the words (i.e., when their knowledge was implicit). TBS additionally modulated neural entrainment to the words and syllables. These findings suggest that cognitive depletion improves the acquisition of linguistic knowledge in adults by unlocking implicit statistical learning mechanisms and support the hypothesis that adult language learning is antagonized by higher cognitive mechanisms.Peer reviewe

The contribution of serial order short-term memory and long-term learning to reading acquisition : a longitudinal study

There is increasing evidence for an association between both serial order short-term memory (STM) and the long-term learning (LTL) of serial order information and reading abilities. In this developmental study, we examined the hypothesis that STM for serial order supports online grapheme-to-phoneme conversion processes during the initial stages of reading acquisition, whereas the LTL of serial order serves reading abilities at later stages, when reading starts to rely on more stable, long-term orthographic representations. We followed a sample of 116 French-speaking children from first (Time 1 [T1]) grade of primary school through second (Time 2 [T2]) and third (Time 3 [T3]) grade. Their serial order STM and LTL abilities as well as their reading abilities were assessed. Overall, we observed that early reading abilities were only predicted by serial order STM performance, while more advanced reading abilities were predicted by both serial order STM and LTL performance. These results point toward a predictive role of serial order memory performance in reading acquisition and suggest that serial order STM and LTL support reading at different stages of acquisition. We further discuss our findings in the light of advancing knowledge about the relationship between memory and reading