Year: 2006
Type: article
Abstract: A growing body of work demonstrates that the form of a language emerges ontogenetically from patterns implicit in the input (e.g., MacWhinney, 1998). We propose that implicit learning mechanisms are significantly implicated in the process of language acquisition. While the role of implicit learning has been well-studied in the domain of reading acquisition (e.g., Waber et al., 2003), it has not, to our knowledge, been directly studied in relation to language development. Implicit learning mechanisms are distinct from those of explicit learning at the computational, algorithmic, and implementational levels. One paradigm, the Serial Reaction Time (SRT) task, provides a sensitive measure of implicit learning; furthermore, even young children can perform this task (e.g., Thomas et al., 2004). Most aspects of morphosyntactic acquisition are
Authors: Inge‐Marie Eigsti, Shin-Yi Fang
Institution: University of Connecticut
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Connecticut
OpenAlex ID: W2625505667