The contribution of statistical learning to language and literacy acquisition

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dc.contributor.authorWu, Denise Hsien
dc.contributor.authorBulut, Talat
dc.date.accessioned2021-01-27T11:25:20Z
dc.date.available2021-01-27T11:25:20Z
dc.date.issued2020
dc.departmentİstanbul Medipol Üniversitesi, Sağlık Bilimleri Fakültesi, Dil ve Konuşma Terapisi Bölümü
dc.description.abstractAcquisition and processing of written and spoken language is an impressive cognitive accomplishment considering the complexity of the tasks. While only humans seem to have evolved to the fullest extent the capacity that underpins these remarkable feats of development and civilization, the exact nature of such capacity has been subject to ongoing research. In this chapter, we focus on language competence and what makes it unique among the communication systems of different species. We then elaborate on the classical debate between nativist and environmentalist accounts of language acquisition, with reference to evidence for and against the critical period hypothesis. After introducing the regularity embedded in different languages and particularly in drastically different orthographies, we present behavioral and neurophysiological evidence for the sensitivity to systematic mapping between orthography and phonology. Because learning to read is to master such mapping, we assume that the ability to use statistical learning to appreciate the dependency among items would contribute to literacy acquisition. Empirical results from behavioral and neuroimaging experiments conducted in our and other laboratories provide support for the close link between statistical learning and literacy acquisition in native and foreign language. Such findings highlight the significance of domain-general statistical learning to domain-specific language acquisition, and point to an important direction for theories and practices of language education.
dc.identifier.citationWu, D. H. ve Bulut, T. (2020). The contribution of statistical learning to language and literacy acquisition. Adult and Second Language Learning içinde (283-318. ss.). Academic Press Inc. https://dx.doi.org/10.1016/bs.plm.2020.02.001
dc.identifier.doi10.1016/bs.plm.2020.02.001
dc.identifier.endpage318
dc.identifier.isbn9780128203774
dc.identifier.issn0079-7421
dc.identifier.scopusqualityN/A
dc.identifier.startpage283
dc.identifier.urihttps://dx.doi.org/10.1016/bs.plm.2020.02.001
dc.identifier.urihttps://hdl.handle.net/20.500.12511/6417
dc.identifier.volume72
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAcademic Press Inc.
dc.relation.ispartofAdult and Second Language Learningen_US
dc.relation.publicationcategoryKitap Bölümü - Uluslararası
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectConsistency Effect
dc.subjectLogographic Orthography
dc.subjectReading
dc.subjectSecond Language Acquisition
dc.titleThe contribution of statistical learning to language and literacy acquisition
dc.typeBook Chapter

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