Explicit but Not Implicit Memory Predicts Ultimate Attainment in the Native Language.

Area of Science:

• Cognitive Psychology
• Linguistics
• Neuroscience

Background:

• The role of explicit and implicit memory in native language (L1) acquisition is debated.
• Implicit memory is often assumed to be the primary driver of L1 grammar learning.
• Usage-based models propose shared cognitive mechanisms for linguistic and general memory functions.

Purpose of the Study:

• To investigate the relationship between explicit and implicit memory systems and L1 attainment.
• To test the hypothesis that L1 grammar relies heavily on implicit memory.
• To examine the contribution of phonological short-term memory and explicit associative memory to language skills.

Main Methods:

• Two groups of native English speakers (high vs. low academic attainment) participated.
• Participants completed tasks assessing grammar, vocabulary, collocational knowledge, phonological short-term memory, explicit associative memory, and implicit memory.
• Memory tasks included digit-span, paired-associates, and serial reaction time tasks.

Main Results:

• Strong correlations were found between phonological short-term memory, explicit associative memory, and language tasks (grammar, vocabulary, collocation).
• No significant relationship was observed between linguistic performance and implicit memory.
• Results challenge the notion that L1 grammar is predominantly learned via implicit memory.

Conclusions:

• L1 attainment appears to depend more on explicit memory systems than implicit memory.
• Findings support usage-based language acquisition models, emphasizing shared cognitive underpinnings for language and memory.
• Explicit memory and phonological short-term memory are crucial for developing native language proficiency.