NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1171639
Record Type: Journal
Publication Date: 2018
Pages: 29
Abstractor: As Provided
ISSN: ISSN-1547-5441
Mimicking Infants' Early Language Experience Does Not Improve Adult Learning Outcomes
Hudson Kam, Carla L.
Language Learning and Development, v14 n1 p13-41 2018
Adult learners know that language is for communicating and that there are patterns in the language that need to be learned. This affects the way they engage with language input; they search for form-meaning linkages, and this effortful engagement could interfere with their learning, especially for things like grammatical gender that often have at least a partial phonological basis. Children learning their first language do not face this interference initially, which may facilitate the learning of some grammatical patterns. In this study I ask whether learning outcomes could be improved in adults encouraged to engage with input in a more infant-like way. Across five experiments, adults were exposed to a miniature artificial language with grammatical gender-like patterns. Exposure either included both speech and meaning throughout, or initially, just the speech, followed by exposure to both speech and meaning. Sound-only initial exposure did not improve learning outcomes in adult learners.
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A