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The embodied statistician.

Elizabeth R Marsh1, Arthur M Glenberg

  • 1Laboratory for Embodied Cognition, Department of Psychology, Arizona State University Tempe, AZ, USA.

Frontiers in Psychology
|August 12, 2011
PubMed
Summary
This summary is machine-generated.

Infants, children, and adults learn grammar through covert imitation, not just abstract statistics. This embodied learning involves tuning neuromuscular systems, making grammatical sequences easier to imitate.

Keywords:
artificial grammarembodied cognitionfluencyimplicit imitationstatistical learning

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Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Linguistics

Background:

  • Understanding how humans acquire grammatical rules from observed sequences is a fundamental question in cognitive and developmental science.
  • Existing theories often emphasize abstract statistical learning of transition probabilities.

Purpose of the Study:

  • To propose and test an embodied hypothesis for grammatical rule learning.
  • To investigate the role of covert imitation and neuromuscular system tuning in sequence learning.

Main Methods:

  • Two experiments were conducted to test the embodied hypothesis.
  • Experiment 1 compared learning of sequences requiring single versus multiple neuromuscular systems for imitation.
  • Experiment 2 examined the effect of disrupting tuned neuromuscular systems on grammatical discrimination.

Main Results:

  • Sequences requiring imitation with different neuromuscular systems were harder to learn (Experiment 1).
  • Interfering with a specific tuned neuromuscular system selectively impaired discrimination of sequences imitated by that system (Experiment 2).

Conclusions:

  • Results support an embodied account of statistical learning, where imitation plays a crucial role.
  • Grammatical rule learning may rely on the differential ease of imitating sequences via tuned motor systems, challenging purely abstract statistical theories.