A phenomenon of opposing, rapid yet non-growing learning effects in verbal statistical learning
Dandan Liang Lu Wang Wenbo Yu Tianlin Wang
A phenomenon of opposing, rapid yet non-growing learning effects in verbal statistical learning
A phenomenon of opposing, rapid yet non-growing learning effects in verbal statistical learning
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.
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