PURPOSE: Cross-situational word-learning (CSWL) — the ability to learn words by tracking co-occurrence statistics of words and their referents over time — is a fundamental mechanism underlying lexical learning. Recent research suggests that memory and attention may support statistical word learning, but it is unclear if other cognitive processing skills, such as executive functioning skills (EF), may also play a role in CSWL. Therefore, the purpose of this study is to examine the role of EF skills in CSWL performance in monolingual and bilingual children. Specifically, we were interested in whether children’s shifting, switching, and monitoring skills as indexed by the Dimensional Change Card Sort task (DCCS) predicted children’s CSWL performance.
METHOD: Forty-three monolingual and thirty-four bilingual participants ages 5–9 were tested. Participants completed standardized measures of language and cognition. Word learning was measured via CSWL using a 2-alternative forced choice task. Children also completed a DCCS task. DCCS accuracy and reaction time (RT) data were collected. Three performance indices were computed for accuracy and RT: shifting costs (indexing task shifting skills); switching costs (indexing inhibition skills) and mixing costs (indexing monitoring skills).
RESULTS: Main effects of cost indices and language group, as well as interactions between cost indices and language group were not significant in most models. However, a significant main effect of shifting cost was observed, such that higher shifting costs were associated with higher likelihoods of learning words. Age also significantly predicted CSWL performance such that older children were more likely to learn word-referent pairs than younger children.
CONCLUSION: Results suggest that EF skills and bilingualism may play a limited role in shaping and supporting how children acquire words via CSWL mechanisms. Our results also suggest that children’s CSWL skills improve with age. Our findings are consistent with previous studies suggesting that bilingualism may not alter core statistical learning abilities as well as with studies suggesting different developmental patterns of CSWL skills.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/48776 |
| Date | 16 May 2024 |
| Creators | Rushi, Gabriela |
| Contributors | Crespo, Kimberly |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
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