A phenomenon of contrasting explicit learning effects in verbal statistical learning
A phenomenon of contrasting explicit learning effects in verbal statistical learning
Wang,Lu 1Wang,Tianlin 2Yu,Wenbo 1Liang,Dandan3
作者信息
- 1. School of Chinese Language and Culture, Nanjing Normal University, Jiangsu Province, P.R. China
- 2. University at Albany, State University of New York, New York, USA
- 3. School of Chinese Language and Culture, Nanjing Normal University, Jiangsu Province, P.R. China;Interdisciplinary Research Centre for Linguistic Science, University of Science and Technology of China, AnhuiProvince, P.R. China
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摘要
When accessing the learning effect in statistical learning, participants are requested to distinguish target words from partwords or nonwords in a two-alternative forced-choice task. However, this task did not answer how individuals represent target words and foils, and thus may not be sufficient in providing an independent learning effect on the items. The current study examined the explicit learning effect for each word type with a familiarity rating task. Participants were randomly assigned to learn a continuous artificial speech in one of three conditions: a baseline, short-exposure time, or long-exposure time condition. The ratings scores and correlations across three types of words between the baseline condition and the other two learning conditions were examined. Results revealed a significant contrasting learning effect: familiarity ratings for target words were significantly higher than baseline, whereas foils’ ratings were significantly lower, reflecting the explicit knowledge during the exposure phase and the metacognition during the testing process. Furthermore, the distribution of target words’ rating scores tends to be more centralized in the long-exposure time condition, suggesting a new type of SL effect. This study is the first to explore explicit learning effects across word types, and provides insight regarding how to measure SL more exactly.
Abstract
When accessing the learning effect in statistical learning, participants are requested to distinguish target words from partwords or nonwords in a two-alternative forced-choice task. However, this task did not answer how individuals represent target words and foils, and thus may not be sufficient in providing an independent learning effect on the items. The current study examined the explicit learning effect for each word type with a familiarity rating task. Participants were randomly assigned to learn a continuous artificial speech in one of three conditions: a baseline, short-exposure time, or long-exposure time condition. The ratings scores and correlations across three types of words between the baseline condition and the other two learning conditions were examined. Results revealed a significant contrasting learning effect: familiarity ratings for target words were significantly higher than baseline, whereas foils ratings were significantly lower, reflecting the explicit knowledge during the exposure phase and the metacognition during the testing process. Furthermore, the distribution of target words rating scores tends to be more centralized in the long-exposure time condition, suggesting a new type of SL effect. This study is the first to explore explicit learning effects across word types, and provides insight regarding how to measure SL more exactly.关键词
statistical learning/learning effect/explicit knowledge/familiarity rating task/two-alternative-forced taskKey words
statistical learning/learning effect/explicit knowledge/familiarity rating task/two-alternative-forced task引用本文复制引用
Wang,Lu,Wang,Tianlin,Yu,Wenbo,Liang,Dandan.A phenomenon of contrasting explicit learning effects in verbal statistical learning[EB/OL].(2026-02-15)[2026-02-17].https://chinaxiv.org/abs/202409.00005.学科分类
语言学
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