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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Social cognitive perspectives on personality emphasize the importance of conscious awareness, beliefs, expectations, and goals in shaping behavior. These perspectives incorporate behaviorist principles, such as learning through reinforcement and conditioning, but extend beyond them by highlighting human reasoning and planning. Unlike traditional behaviorist views, social cognitive theory focuses on how individuals reflect on their past experiences and plan for future outcomes by considering...
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Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or

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  • 1School of Foreign Studies, South China Normal University, Guangzhou, China.

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|August 1, 2022
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Summary

Statistical learning (SL) is key in early second language (L2) grammar acquisition, while cognitive control becomes more important as learners progress. This study reveals how different cognitive factors impact L2 grammar learning over time.

Keywords:
L2 grammar learningattentioncognitive controlindividual differencestatistical learningworking memory

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Area of Science:

  • Neuroscience
  • Cognitive Psychology
  • Linguistics

Background:

  • Individual differences in second language (L2) grammar learning are well-documented.
  • Previous research often focused on single cognitive factors like working memory or attention.
  • The interplay of multiple cognitive factors in L2 grammar learning remains underexplored.

Purpose of the Study:

  • To investigate the predictive power of multiple cognitive factors on L2 grammar learning.
  • To determine how statistical learning (SL) and cognitive control contribute to L2 grammar acquisition over time.
  • To elucidate the neurocognitive mechanisms underlying L2 grammar learning.

Main Methods:

  • 34 college students underwent cognitive assessments.
  • Participants were trained on an artificial grammar over five consecutive days.
  • Multiple regression and machine learning algorithms were employed for data analysis.

Main Results:

  • Statistical learning (SL) significantly predicted L2 grammar learning in the initial phase.
  • Cognitive control emerged as the primary predictor in the intermediate and final learning phases.
  • The updating component of cognitive control was particularly significant in later stages.

Conclusions:

  • Cognitive factors play dynamic roles throughout the L2 grammar learning process.
  • SL is crucial for initial learning, while cognitive control supports more advanced stages.
  • Findings support the neurocognitive account of grammar learning and offer insights into L2 acquisition mechanisms.