象牙海岸农村地区的统计学学习和儿童新兴的识字能力
Benjamin D Zinszer1, Joelle Hannon2, Anqi Hu2
1Department of Psychology, Swarthmore College, Swarthmore, Pennsylvania, USA.
Developmental science
|September 25, 2023
概括
这项研究适应了科特迪瓦儿童的视觉统计学习 (SL) 任务. 虽然孩子们显示学习,个人差异与任务需求比口语语言技能更多相关,但确实预测了第二语言素养.
科学领域:
- 认知科学 认知科学
- 发展心理学 发展心理学
- 跨文化心理学 跨文化心理学
背景情况:
- 统计学习 (SL) 研究往往忽视了各种教育背景.
- 科特迪瓦的儿童在上学时表现出不同的年龄和识字程度.
- 跨文化验证SL措施对于理解全球认知发展至关重要.
研究的目的:
- 为科特迪瓦农村儿童适应和评估非语言视觉统计学习 (SL) 任务.
- 调查SL表现和第一/第二语言和识字技能的个人差异之间的关系.
- 探索SL研究中的跨文化有效性和潜在的混变量.
主要方法:
- 代开发和实施三个基于平板电脑的视觉SL任务,用于157名科特迪瓦农村儿童 (8-15岁).
- 参与者在执行目标检测任务时观看嵌入模式的图像序列.
- 评估第一和第二语言的口语和打印技能,以及SL任务的执行力.
主要成果:
- 儿童通过减少对统计规律的响应时间来展示群体级学习,但测试后的歧视没有证实这种学习.
- 在SL表现的个人差异与任务需求相关,可能受到跨文化因素的影响.
- SL表现与第二语言印刷技能有关,但与第一语言或第二语言的口语语言技能无关.
结论:
- 非语言SL范式显示出在像科特迪瓦儿童这样的不同人群中评估认知能力的潜力.
- 调查结果强调需要跨文化验证,提高内部可靠性和控制SL研究中的混变量.
- 语言素养和语言技能之间的关系可能取决于上下文,与第二语言素养的联系比口语能力更强.
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