Multiple components of statistical word learning are resource dependent: Evidence from a dual-task learning paradigm.

ABSTRACT: It is increasingly understood that people may learn new word/object mappings in part via a form of statistical learning in which they track co-occurrences between words and objects across situations (cross-situational learning). Multiple learning processes contribute to this, thought to reflect the simultaneous influence of real-time hypothesis testing and graduate learning. It is unclear how these processes interact, and if any require explicit cognitive resources. To manipulate the availability of working memory resources for explicit processing, participants completed a dual-task paradigm in which a cross-situational word-learning task was interleaved with a short-term memory task. We then used trial-by-trial analyses to estimate how different learning processes that play out simultaneo

SUBMITTER: Roembke TC 

PROVIDER: S-EPMC8238696 | biostudies-literature | 2021 Jul

REPOSITORIES: biostudies-literature