统计学习和语言能力的个体差异:关于感知速度,工作记忆和认知控制的调解作用的结构方程建模研究
Ágnes Lukács1, Bálint József Ugrin2, Krisztina Sára Lukics2
1Department of Cognitive Science, Faculty of Natural Sciences, Budapest University of Technology and Economics, Műegyetem rkp. 3., H-1111 Budapest, Hungary; Cognitive Medicine Research Group, Competence Centre for Neurocybernetics of the Life Sciences Cluster of the Centre of Excellence for Interdisciplinary Research, Development and Innovation of the University of Szeged, University of Szeged, Hungary.
统计学学习有助于语言能力,但核心认知功能,如感知速度和工作记忆,显著调解这种关系. 这突显了认知过程在语言发展中的相互联系.
科学领域:
- 认知科学 认知科学
- 心理语言学 心理语言学
- 神经科学是一个神经科学.
背景情况:
- 语言的获取和处理涉及复杂的认知网络.
- 之前的研究经常将统计学学习或核心认知功能与语言能力分开检查.
- 统计学学习,核心认知功能和语言能力的结合相互作用仍然未被充分探索.
研究的目的:
- 调查统计学学习和语言能力之间的关系.
- 确定核心认知功能在多大程度上调解了这种关系.
- 探索统计学学习,核心认知和语言处理之间的相互作用.
主要方法:
- 通过使用多种任务,评估了608名匈牙利语说者 (年龄14-92岁).
- 测量统计学习 (语音细分,人工语法学习).
- 评估语言表现和核心认知能力 (感知速度,工作记忆,认知控制).
- 采用结构方程建模来分析关系.
主要成果:
- 在统计学学习和语言能力之间发现了显著的小到中等关系.
- 线下统计学习任务比在线测量更好地预测语言表现.
- 感知速度和工作记忆显著介导了统计学学习和语言处理之间的联系.
结论:
- 统计学学习有助于语言能力的个体差异,部分由核心认知机制解释.
- 核心认知功能在统计学学习与语言关系中发挥着关键的调解作用.
- 这些发现强调了认知功能在语言获取和处理中的复杂动态.
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