Incidental Language Learning: Listening (and Learning) Out of the Corner of Your Ear
Abstract
Two experiments investigated the performance of first-grade children and adults on an incidental language-learning task. Learning entailed word segmentation from continuous speech, an initial and crucial component of language acquisition. Subjects were briefly exposed to an unsegmented artificial language, presented auditorily, in which the only cues to word boundaries were the transitional probabilities between syllables. Subjects were not told that they were listening to a language, or even to listen at all; rather, they were engaged in a cover task of creating computer illustrations. Both adults and children learned the words of the language. Moreover, the children performed as well as the adults. These data suggest that a statistical learning mechanism (transitional probability computation) is able to operate incidentally and, surprisingly, as well in children as in adults.
AI snapshot
Written from the paper’s full text.
TL;DR
Two experiments showed that adults and 6- to 7-year-old children could learn words from a continuous artificial speech stream incidentally, while engaged in an unrelated drawing task. Children performed as well as adults, suggesting statistical word segmentation can operate without directed attention and may be age-invariant.
Key findings
- In Experiment 1, after one 21-min exposure, adults scored 21.1/36 (58.6%) and children scored 21.3/36 (59.2%), both significantly above chance (adults: t(11) = 2.38, p < .05; children: t(12) = 3.67, p < .01), with no significant adult-child difference, t(23) > 1, n.s.
- In Experiment 2, after doubled exposure across two sessions, adults scored 26.3/36 (73.1%) and children scored 24.6/36 (68.3%), both significantly above chance (adults: t(11) = 6.33, p < .01; children: t(10) = 5.56, p < .01), again with no significant adult-child difference, t(21) > 1, n.s.
- Doubling exposure improved performance significantly, F(1, 46) = 12.5, p < .01, with no main effect of age, F(1, 46) = 0.162, n.s., and no interaction between exposure length and age, F(1, 46) = 0.94, n.s.
- Subjects learned the words despite not being told the tape was a language or that they would be tested; the only cues to word boundaries were transitional probabilities between syllables, higher within words (.31–1.0) than across word boundaries (.1–.2).
Methods
- Participants were monolingual English speakers: Experiment 1 had 12 University of Rochester undergraduates and 13 children aged 6–7; Experiment 2 had 12 paid adult college students and 11 children aged 6–7 from University of Rochester summer camps.
- Exposure used a 21-min synthesized speech stream containing 300 tokens of each of six trisyllabic nonsense words in random order, with no pauses or acoustic/prosodic cues to word boundaries; learning was tested with 36 two-alternative forced-choice trials pairing words against nonword foils.
- The cover task had subjects create computer illustrations with Kid Pix 2 while the tape played; Experiment 2 repeated the 21-min exposure on a second day before testing.
Limitations
- The paper states the linguistic input was more concentrated than natural learning environments and was impoverished, lacking utterance boundaries and acoustic/prosodic cues that probabilistically correlate with word boundaries; the study targeted incidental learning of statistical information rather than a full model of natural word-boundary acquisition.
- The paper states it was not trying to assess whether learning occurred without conscious awareness; subjects varied in reported awareness, and these differences did not correlate with performance.
- The paper states further research is needed to see whether child superiority in later natural-language stages appears in more complex statistical learning tasks or involves different, nonstatistical mechanisms; evident from the text, the samples were small and limited to 6- and 7-year-olds using an artificial language, so generalization to infants and natural language acquisition is not established.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
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Cites
Statistics
Claims the paper makes
8 of 34 cited sources checked · 5 supported · 1 flagged · accuracy not yet measured
- Interpretationcitation§ Incidental Language Learning
The absence of age differences is in line with the literature on age of learning in natural language acquisition.
“This absence of age differences is in line with the literature on age of learning in natural language acquisition.”
Quote in the paperNot a substantial claim1 of 2 sources checked- cites Johnson & Newport, 1989 source
- cites Newport, 1990 source
In “Evidence of Maturational Constraints in Second Language Learning,” the paper reports no significant relationship between age of arrival and performance among learners arriving at ages 17–39, which could support an absence of age differences among adults. But it reports strong age-of-acquisition effects through childhood in both first and second language learning. The citing sentence does not specify the age range or language feature for which differences were absent. (LLM, conf=0.83)
Experimental — accuracy not yet measured
- Premisecitation§ Incidental Language Learning
Basic word order is acquired equivalently by both child and adult learners.
“basic word order is acquired equivalently by both child and adult learners”
Quote in the paperNot a substantial claim1 of 2 sources checked - Premisecitation§ Incidental Language Learning
Across a language sample, sounds that co-occur within words tend to be more highly correlated with one another than sound pairs spanning word boundaries.
“Across a language sample, sounds that co-occur within words tend to be more highly correlated with one another than sound pairs spanning word boundaries.”
Quote in the paperSubstantial claim1 of 3 sources checked- cites Aslin et al., 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Brent & Cartwright, 1996 source
Section 4.1 (page unavailable) describes placing word boundaries at troughs in transitional probabilities between syllables, and Section 5 says frequent adjacent subsequences are more likely to be treated as one word. These passages support the general idea that co-occurrence helps distinguish within-word sequences from boundary-spanning ones, but they do not report a comparison showing that sound pairs within words are, across a language sample, more highly correlated than pairs spanning boundaries. (LLM, conf=0.78)
Experimental — accuracy not yet measured - cites Hayes & Clark, 1970
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Incidental Language Learning
Infants may be able to exploit statistical cues to word boundaries.
“infants may be able to exploit statistical cues to word boundaries”
Quote in the paperSubstantial claim1 of 3 sources checked - Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your Ear
In later stages of language acquisition, learners who began as children surpass those who began as adults.
“In later stages, learners who began as children surpass those who began as adults”
Quote in the paperNot a substantial claim1 of 3 sources checked
- Premisecitation§ Incidental Language Learning
Critical-period effects, meaning superiority of child learners over adults, emerge later in learning, particularly for more complex syntactic and morphological structures.
“Critical-period effects (i.e., superiority of child learners over adults) emerge later in learning, particularly for more complex syntactic and morphological structures”
Quote in the paperSubstantial claim1 of 3 sources checked - Findingnone given§ Incidental Language Learning
Differences in reported awareness did not correlate with performance.
“These differences in reported awareness did not correlate with performance.”
Quote in the paperSubstantial claim - Findingown data§ Results and Discussion
There was no main effect of age (F(1, 46) = 0.162, n.s.).
“There was no main effect of age, F(1, 46) = 0.162, n.s.”
Quote in the paperSubstantial claim - Findingown data§ Results and Discussion
There was no interaction between length of exposure and age (F(1, 46) = 0.94, n.s.).
“no interaction between length of exposure and age, F(1, 46) = 0.94, n.s.”
Quote in the paperSubstantial claim - Interpretationown data§ Incidental Language Learning
The computation of low-level contingencies found in some aspects of linguistic input is achieved with equal ease by learners who differ vastly on other dimensions of cognitive ability.
“This finding suggests that the computation of the kinds of lowlevel contingencies found in some aspects of linguistic input is achieved with equal ease by learners who differ vastly on other dimensions of cognitive ability.”
Quote in the paperSubstantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
- Interpretationreasoning§ Incidental Language Learning
Infants are adept at performing incidental computations of statistical information about their native language.
“These early abilities suggest that infants are adept at performing incidental computations of statistical information about their native language.”
Quote in the paperSubstantial claim - Interpretationown data§ Incidental Language Learning
Passive exposure is sufficient for at least some aspects of language learning.
“The performance of our subjects suggests that passive exposure is sufficient for at least some aspects of language learning.”
Quote in the paperSubstantial claim- Rests on an assumption: During exposure, subjects' attention was not directed to the speech stream or to the word segmentation task.
- Premisecitation§ Incidental Language Learning
The speech stream is mostly continuous, without consistent pauses or other acoustic cues marking word boundaries.
“the speech stream is mostly continuous, without consistent pauses or other acoustic cues marking word boundaries”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Cole & Jakimik, 1980
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Incidental Language Learning
Experimental evidence indicates that infants can succeed at word segmentation tasks by 8 months of age, well before the onset of word production.
“experimental evidence indicates that infants can succeed at word segmentation tasks by 8 months of age, well before the onset of word production”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Jusczyk & Aslin, 1995 source
- Study design and conductown data§ Method
The only cues to word boundaries were transitional probabilities between syllable pairs, which were higher within words (.31 to 1.0) than across word boundaries (.1 to .2).
“The only cues to word boundaries were the transitional probabilities between syllable pairs, which were higher within words (ranging between .31 and 1.0) than across word boundaries (ranging between .1 and .2).”
Quote in the paperSubstantial claim - Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your Ear
Subjects are at least to some degree able to induce certain aspects of the structure of patterned stimuli incidentally.
“it is clear throughout this literature that subjects are, at least to some degree, able to induce certain aspects of the structure of patterned stimuli incidentally.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Reber, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ Results and Discussion
Longer exposure was equally beneficial for the two age groups.
“indicating that longer exposure was equally beneficial for the two age groups.”
Quote in the paperSubstantial claim - Premisecitation§ Incidental Language Learning
In an explicit-learning task, adult subjects were able to use transitional probabilities to learn the multisyllabic words of an artificial language presented as a synthesized speech stream containing no other cues to word boundaries.
“We (Saffran et al., 1996) demonstrated, in an explicit-learning task, that adult subjects were able to use transitional probabilities to learn the multisyllabic words of an artificial language presented as a synthesized speech stream containing no other cues to word boundaries.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Saffran et al., 1996 source
- Interpretationreasoning§ Incidental Language Learning
At least part of the innate contribution to language acquisition may be how humans are constrained to learn structured systems like language, rather than direct innate knowledge about the structure of the systems to be learned.
“at least part of the innate contribution to language acquisition may be how humans are constrained to learn structured systems like language, rather than direct innate knowledge about the structure of the systems to be learned.”
Quote in the paperSubstantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
- May combine two claims. 13
- Classified as probably not a substantial claim. 13
May combine two claims.
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarLanguage acquisition does not favor adults over children; the initial stages of language acquisition are characterized by age invariance.
“language acquisition does not favor adults over children. Rather, the initial stages of language acquisition are characterized by age invariance.”
Quote in the paperNot a substantial claim1 of 3 sources checked- cites Johnson & Newport, 1989 source
- cites Krashen, Long, & Scarcella, 1982
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Newport, 1990 source
In “What Changes Over Maturation” (page unavailable), Newport says that children and adults make different types of errors in the early stages of learning ASL, contrary to the claim of age invariance. The paper also predicts a child advantage for componential analysis and an adult advantage for whole-word learning, rather than a uniform pattern across language acquisition. (LLM, conf=0.88)
Checked by a reasoning model — may be wrong.
Experimental — accuracy not yet measured
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarRecent computational models of language acquisition suggest that at least some pertinent language-learning mechanisms may induce structure from the input using statistical methods similar to those suggested by incidental-learning research.
“recent computational models of language acquisition suggest that at least some pertinent language-learning mechanisms may induce structure from the input using statistical methods similar to those suggested by incidental-learning research”
Quote in the paperNot a substantial claim1 of 3 sources checkedMay combine two claims.
Findingown data§ Incidental Language LearningChildren performed as well as adults in both experiments.
“the children performed as well as the adults in both experiments.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ Incidental Language LearningSome subjects reported being aware of learning during exposure, whereas others actively tuned out the speech stream and were unaware of learning anything.
“Some subjects reported that they were aware of learning during the exposure period, whereas others actively tuned out the speech stream and were unaware of learning anything at all.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Study design and conductnone given§ MethodSubjects were told they were in an experiment on auditory stimuli and creativity and had about 20 min to work on an illustration while a tape played in the background.
“Subjects were told that they were participating in an experiment investigating the influence of auditory stimuli on creativity, and that they had approximately 20 min to work on an illustration using Kid Pix 2©, a coloring program designed for children, while a tape was playing in the background.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductnone given§ MethodSubjects were not told that the sounds were actually words from a nonsense language.
“Subjects were not told that the sounds were actually words from a nonsense language.”
Quote in the paperSubstantial claimMay combine two claims.
Premisereasoning§ Incidental Language LearningThe transitional probability from one sound to the next is generally highest when the two sounds follow one another word-internally, and transitional probabilities spanning word boundaries tend to be relatively low.
“the transitional probability from one sound to the next will generally be highest when the two sounds follow one another word-internally; transitional probabilities spanning word boundaries will tend to be relatively low.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
Study design and conductnone given§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarSubjects were not told that they were listening to a language or even to listen at all; they were engaged in a cover task of creating computer illustrations.
“Subjects were not told that they were listening to a language, or even to listen at all; rather, they were engaged in a cover task of creating computer illustrations.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarInformation about event frequency is acquired by humans across a broad range of natural and experimental situations and is maintained even when there is no reason to remember the events.
“Information about event frequency is acquired by humans across a broad range of natural and experimental situations, and is maintained even when there is no reason to remember the events in question”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hasher, Zacks, Rose, & Sanft, 1987 source
Classified as probably not a substantial claim.
Study design and conductnone given§ MethodSix nonword foils were created using syllables from the language in sequences that never occurred during exposure, even across word boundaries.
“Six nonword foils were created to test subjects' learning, using syllables from the language in sequences that never occurred during the exposure period, even across word boundaries”
Quote in the paperSubstantial claimMay combine two claims.
Study design and conductnone given§ Incidental Language LearningThe linguistic input was in the background and not part of the primary task.
“the linguistic input was in the background and not part of the primary task.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductown data§ MethodThe speech stream contained no pauses or any other acoustic or prosodic cues to word boundaries.
“no pauses or any other acoustic or prosodic cues to word boundaries were present.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown data§ Incidental Language LearningIncidental learning is a robust phenomenon that may play a role in natural language acquisition.
“The fact that children, in particular, learned under these conditions suggests that incidental learning is a robust phenomenon that may play a role in natural language acquisition.”
Quote in the paperSubstantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
- Rests on an assumption: During exposure, subjects' attention was not directed to the speech stream or to the word segmentation task.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown data§ MethodFour practice trials using English word-nonword pairs ensured subjects understood the response procedure before the 36 test trials.
“After four practice trials using word-nonword pairs from English to ensure that subjects understood the response procedure, the 36 test trials were presented.”
Quote in the paperNot a substantial claimMay combine two claims.
Interpretationown data§ Incidental Language LearningThe computation of transitional probabilities can proceed incidentally and therefore might underlie aspects of both natural language acquisition and learning in other domains.
“These results also suggest that the computation of transitional probabilities can proceed incidentally, and therefore might underlie aspects of both natural language acquisition and learning in other domains.”
Quote in the paperSubstantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
- Rests on an assumption: During exposure, subjects' attention was not directed to the speech stream or to the word segmentation task.
Classified as probably not a substantial claim.
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarThe frequency of events present in the environment is a fundamental type of information encoded in memory incidentally.
“It has been suggested that the frequency of events present in the environment is a fundamental type of information that is encoded in memory incidentally”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Hasher & Zacks, 1984
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarImplicit-learning phenomena are based on learning mechanisms that capitalize on the statistical structure of the input.
“implicit-learning phenomena are based on learning mechanisms that capitalize on the statistical structure of the input”
Quote in the paperSubstantial claim0 of 3 sources checked- cites Cleeremans, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- cites Perruchet & Pacteau, 1990 source
- cites Reber, 1993
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Classified as probably not a substantial claim.
Premisecitation§ INCIDENTAL LANGUAGE LEARNING: Listening (and Learning) out of the Corner of Your EarLanguage acquisition by children is incidental in the sense that the child's primary task is understanding rather than acquiring language.
“The process of acquiring language is thus incidental in the sense that the child's primary task is presumably understanding, rather than acquiring, language”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Chomsky, 1975
- cites Krashen, 1985
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
May combine two claims.
Interpretationreasoning§ Incidental Language LearningRather than including all cues necessary for a model of natural word-boundary acquisition, the experimental situation specifically targeted incidental learning of statistical information.
“Rather than including all the cues necessary for a model of the natural acquisition of word boundaries, the experimental situation specifically targeted the incidental learning of statistical information.”
Quote in the paperSubstantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
Probably not a substantial claim: may not pass S3 (load-bearing).
Interpretationnone given§ Incidental Language LearningThe linguistic input presented a more concentrated learning exposure than would be available to a learner in a more natural learning environment.
“the linguistic input presented a more concentrated learning exposure than would be available to a learner in a more natural learning environment.”
Quote in the paperNot a substantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
May combine two claims.
Interpretationreasoning§ Incidental Language LearningSuch learning abilities are a critical aspect of the child's genetic endowment and may also be a crucial component of the human language-learning instinct.
“Such learning abilities are a critical aspect of the child's genetic endowment, and as such may also be a crucial component of the human language-learning instinct.”
Quote in the paperNot a substantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
May combine two claims.
Interpretationcitation§ Incidental Language LearningThe input was quite impoverished, containing neither utterance boundaries nor the acoustic and prosodic cues that are probabilistically correlated with word boundaries in some languages.
“the input was quite impoverished, containing neither utterance boundaries nor the acoustic and prosodic cues that are probabilistically correlated with word boundaries in some languages”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Saffran et al., 1996 source
- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
Probably not a substantial claim: may not pass S4 (based).
Interpretationreasoning§ Incidental Language LearningThe present study provided a learning situation that is perhaps even more challenging than the child's actual language environment.
“The present study also provided a learning situation that is perhaps even more challenging than the child's actual language environment.”
Quote in the paperNot a substantial claim- Rests on an assumption: Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
The paper relies on this without support.
Little research has examined the characteristics of incidental learning pertinent to children's language acquisition.
“However, little research has examined the characteristics of incidental learning pertinent to the process of children's language acquisition.”
The paper relies on this without support.
Word segmentation from continuous speech is an initial and crucial component of language acquisition, and the artificial-language segmentation task validly models that component.
“Learning entailed word segmentation from continuous speech, an initial and crucial component of language acquisition.”
The paper relies on this without support.
During exposure, subjects' attention was not directed to the speech stream or to the word segmentation task.
“Any learning that occurred was thus doubly incidental, in that attention was directed neither to the word segmentation task nor to the acoustic stimuli forming the words.”
The paper relies on this without support.
Before children can begin to acquire syntax, they must discover the words of their language.
“Before children can begin to acquire syntax, they must discover the words of their language”
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
First-grade children as well as adults were able to succeed on the word segmentation task, even when the speech stream was presented incidentally while subjects were attending to another task.
“A second set of studies demonstrated that first-grade children as well as adults were able to succeed on this task, even when the speech stream was presented incidentally while subjects were attending to another task (Saffran et al., 1997).”
From Statistical learning of tone sequences by human infants and adults (1999) · cites this paper as Saffran et al., 1997
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- ConsistentF(1, 46) = 0.162reported n.s. · recomputed p = .689
“F(1, 46) = 0.162, n.s.”
- ConsistentF(1, 46) = 0.94reported n.s. · recomputed p = .337
“F(1, 46) = 0.94, n.s.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Experiment 1 between-group t statistic conflicts with reported group results
MinorThe reported group means and one-sample t statistics imply a between-group t statistic of about 0.13, not greater than 1. The claim that the difference was nonsignificant is consistent with the group results; the reported t inequality is not.
“The difference between adults' and children's performance was not significant, t(23) > 1, n.s.”
“The mean score for the adults was 21.1 out of a possible 36 (58.6%), where chance equals 18. A single-sample t test (two-tailed) showed that performance was significantly better than chance, t(11) = 2.38, p < .05. The mean score for the children was 21.3 (59.2%), which was also significantly better than chance, t(12) = 3.67, p < .01.”
Interaction test has incompatible error degrees of freedom
MinorThe two experiments have 48 subjects in total: 12 adults and 13 children in Experiment 1, and 12 adults and 11 children in Experiment 2. An age-by-exposure interaction across these four independent groups would have 44 error degrees of freedom, not the reported 46.
“no interaction between length of exposure and age, F(1, 46) = 0.94, n.s.”
“Twelve adult college students from the University of Rochester campus were recruited as subjects, and paid $10 for their participation. Eleven 6- and 7-year-old children were recruited from summer camps held at the University of Rochester.”
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Ziegler, J. C., & Goswami, U. (2005) · Psychological Bulletin · doi:10.1037/0033-2909.131.1.3 · Cited by 2,871 · see citing works
“Whereas the latter appears to rely on “chunking” of the speech stream according to transitional and phonotactic probabilities (Saffran, 2001; Saffran et al., 1997), the former may require the inspection of memory traces for discrete representations and the projection of generalizations that go beyond the surface forms…”
BackgroundToward a second-person neuroscience
Schilbach, L., Timmermans, B., Reddy, V., Costall, A., Bente, G., Schlicht, T., & Vogeley, K. (2013) · Behavioral and Brain Sciences · doi:10.1017/s0140525x12000660 · Cited by 1,510 · see citing works
Statistical learning of tone sequences by human infants and adults
Saffran, J. R., Johnson, E. K., Aslin, R. N., & Newport, E. L. (1999) · Cognition · doi:10.1016/s0010-0277(98)00075-4 · Cited by 1,429 · see citing works
“One type of cue that is likely to be particularly useful in word segmentation is statistical information derived from the distribution of patterns of sounds (Hayes and Clark, 1970; Goodsitt et al., 1993; Christophe et al., 1994; Brent and Cartwright, 1996; Saffran et al., 1996a; Saffran et al., 1996b; Saffran et al.,…”
BackgroundSelf-citationInfant sensitivity to distributional information can affect phonetic discrimination
Maye, J., Werker, J. F., & Gerken, L. (2002) · Cognition · doi:10.1016/s0010-0277(01)00157-3 · Cited by 1,364 · see citing works
Computation of conditional probability statistics by 8-month-old infants
Aslin, R. N., Saffran, J. R., & Newport, E. L. (1998) · Psychological Science · doi:10.1111/1467-9280.00063 · Cited by 1,189 · see citing works
“Explaining the acquisition of these higher levels of language structure therefore requires either a quite different type of mechanism or even more complex distributional analyses and richer representations over which the analyses are performed (Mintz, Newport, & Bever, 1995; Saffran, 1997).”
BackgroundSelf-citationEvent structure in perception and conception.
Zacks, J. M., & Tversky, B. (2001) · Psychological Bulletin · doi:10.1037/0033-2909.127.1.3 · Cited by 1,208 · see citing works
Visual statistical learning in infancy: evidence for a domain general learning mechanism
Kirkham, N. Z., Slemmer, J. A., & Johnson, S. P. (2002) · Cognition · doi:10.1016/s0010-0277(02)00004-5 · Cited by 1,072 · see citing works
“Nevertheless, adults are remarkably facile at such tasks (see Stadler & Frensch, 1998 for review), and evidence is beginning to emerge that children also can learn intricate stimulus sequences without explicit knowledge of the statistical structure of the input (Meulemans, Van der Linden, & Perruchet, 1998), and even…”
Variability and Detection of Invariant Structure
Gómez, R. (2002) · Psychology Science · doi:10.1111/1467-9280.00476 · Cited by 898 · see citing works
“It occurs after as little as 2 min of exposure (Saffran, Aslin, & Newport, 1996) and when learners are not explicitly focused on or aware of statistical structure in the training stimuli (Saffran, Newport, Aslin, Tunick, & Barrueco, 1997; see also Gómez, 1997); it also appears to be age invariant, occurring as readily…”
BackgroundThe Automaticity of Visual Statistical Learning.
Turk‐Browne, N. B., Junge, J. A., & Scholl, B. J. (2005) · Journal of Experimental Psychology General · doi:10.1037/0096-3445.134.4.552 · Cited by 817 · see citing works
“First, both children and adults are able to learn joint probabilities in “background” auditory streams even while performing a primary visual task (Saffran et al., 1997).”
BackgroundLearning at a distance I. Statistical learning of non-adjacent dependencies.
Newport, E., & Aslin, R. (2004) · Cognitive Psychology · doi:10.1016/s0010-0285(03)00128-2 · Cited by 735 · see citing works
Self-citationImplicit and Explicit Learning
DEKEYSER, R. M. (2003) · Wiley eBooks · doi:10.1002/9780470756492.ch11 · Cited by 829 · see citing works
Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., et al. (2003) · Computers & Education · doi:10.1016/s0360-1315(02)00099-4 · Cited by 699 · see citing works
Implicit learning: news from the front
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Perceiving, remembering, and communicating structure in events.
Zacks, J. M., Tversky, B., & Iyer, G. (2001) · Journal of Experimental Psychology: General · doi:10.1037/0096-3445.130.1.29 · Cited by 640 · see citing works
Turk-Browne, N. B., Scholl, B. J., Chun, M. M., & Johnson, M. K. (2009) · Journal of Cognitive Neuroscience · doi:10.1162/jocn.2009.21131 · Cited by 523 · see citing works
“Thus, statistical learning operated without participants’ awareness of the underlying structure between glyphs during the jiggle task (see also TurkBrowne et al., 2005; Saffran et al., 1997).”
Statistical learning of higher-order temporal structure from visual shape sequences.
Fiser, J., & Aslin, R. (2002) · Journal of Experimental Psychology. Learning, Memory and Cognition · doi:10.1037//0278-7393.28.3.458 · Cited by 641 · see citing works
“For example, change-blindness tasks (Simons & Levin, 1997), the integration of information across saccadic eye movements (Henderson, 1997; Irwin, 1996), and memory of distractor items in a visual search task (Horowitz & Wolfe, 1998) all suggest minimal access to temporal correlations.”
BackgroundSelf-citationThe cognitive and neural architecture of sequence representation.
Keele, S. W., Ivry, R. B., Mayr, U., Hazeltine, E., & Heuer, H. (2003) · Psychological Review · doi:10.1037/0033-295x.110.2.316 · Cited by 503 · see citing works
“It could be argued that in the Schmidtke and Heuer (1997) study, unidimensional learning persists in the presence of a random secondary task because the visual sequence is so short, repeating every six events.”
BackgroundStatistical learning of higher-order temporal structure from visual shape sequences.
Fiser, J., & Aslin, R. Ν. (2002) · Journal of Experimental Psychology Learning Memory and Cognition · doi:10.1037/0278-7393.28.3.458 · Cited by 505 · see citing works
Self-citationStatistical Learning in Children With Specific Language Impairment
Evans, J., Saffran, J. R., & Robe-Torres, K. (2009) · Journal of Speech, Language and Hearing Research · doi:10.1044/1092-4388(2009/07-0189 · Cited by 529 · see citing works
Self-citationImplicit learning of tonality: A self-organizing approach.
Tillmann, B., Bharucha, J. J., & Bigand, E. (2000) · Psychological Review · doi:10.1037/0033-295x.107.4.885 · Cited by 449 · see citing works
Storkel, H. L. (2001) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2001/103 · Cited by 443 · see citing works
Hauser, M. D., Newport, E. L., & Aslin, R. N. (2001) · Cognition · doi:10.1016/s0010-0277(00)00132-3 · Cited by 419 · see citing works
“…of other oscine species produce the notes and syllables of their songs in a ®xed or stereotyped sequence, with order playing a crucial role in species, dialect, and individual identity (Hailman & Ficken, 1987; Hailman, Ficken, & Ficken, 1985, 1987; Immelman, 1969; Marler, 1977, 2000; Price, 1979).”
BackgroundSelf-citationSymbol Interdependency in Symbolic and Embodied Cognition
Louwerse, M. M. (2011) · Topics in Cognitive Science · doi:10.1111/j.1756-8765.2010.01106.x · Cited by 399 · see citing works
Lexical competition and the acquisition of novel words
Gaskell, M. G., & Dumay, N. (2003) · Cognition · doi:10.1016/s0010-0277(03)00070-2 · Cited by 399 · see citing works
Constraints on Statistical Language Learning
Saffran, J. R. (2002) · Journal of Memory and Language · doi:10.1006/jmla.2001.2839 · Cited by 396 · see citing works
“Participants were exposed to either Language P or Language N in an incidental learning paradigm used previously by Saffran et al. (1997) and Saffran (2001), to minimize the effects of strategic learning processes.”
Self-citationPARSER: A Model for Word Segmentation
Perruchet, P., & Vinter, A. (1998) · Journal of Memory and Language · doi:10.1006/jmla.1998.2576 · Cited by 423 · see citing works
“These observations led us to hypothesize that the reduced amount of attention paid to the language was sufficient to account for the moderate level of performance reported in Saffran et al. (1997).”
BackgroundMethodResultInfluentialLearning Words through Overhearing
Akhtar, N., Jipson, J. L., & Callanan, M. A. (2001) · Child Development · doi:10.1111/1467-8624.00287 · Cited by 330 · see citing works
Statistical learning as an individual ability: Theoretical perspectives and empirical evidence
Siegelman, N., & Frost, R. (2015) · Journal of Memory and Language · doi:10.1016/j.jml.2015.02.001 · Cited by 319 · see citing works
Statistical learning research: A critical review and possible new directions.
Frost, R., Armstrong, B. C., & Christiansen, M. H. (2019) · Psychological Bulletin · doi:10.1037/bul0000210 · Cited by 314 · see citing works
“For example, in contrast to Saffran et al. (1997); Toro, Sinnett, and Soto-Faraco (2005) found that speech segmentation in the ASL task is compromised without attention allocation.”
BackgroundResultStatistical Learning and Language: An Individual Differences Study
Misyak, J. B., & Christiansen, M. H. (2011) · Language Learning · doi:10.1111/j.1467-9922.2010.00626.x · Cited by 315 · see citing works
Hippocampus activity differentiates good from poor learners of a novel lexicon
Breitenstein, C., Jansen, A., Deppe, M., Förster, A., Sommer, J. B., Wolbers, T., & Knecht, S. (2005) · NeuroImage · doi:10.1016/j.neuroimage.2004.12.019 · Cited by 307 · see citing works
Distant melodies: statistical learning of nonadjacent dependencies in tone sequences.
Creel, S. C., Newport, E., & Aslin, R. (2004) · Journal of Experimental Psychology. Learning, Memory and Cognition · doi:10.1037/0278-7393.30.5.1119 · Cited by 313 · see citing works
“... a patterned sequence of elements? Recent studies of a mechanism we have called statistical learning have shown that adults, young children, and infants are capable of computing transitional probabilities among adjacent syllables in rapidly presented streams of speech and of using these statistics to group syllable…”
BackgroundSelf-citationSpeech segmentation by statistical learning depends on attention.
Toro, J. M., Sinnett, S., & Soto-Faraco, S. (2005) · Cognition · doi:10.1016/j.cognition.2005.01.006 · Cited by 311 · see citing works
“Even though it is not necessary that the infant's attention is solely devoted to any linguistic input in the environment (Saffran et al., 1997), the speech signal seems to have a privileged status for infants as young as 2.5 months old (Vouloumanos & Werker, 2004).”
BackgroundInfluentialVisual statistical learning in the newborn infant
Bulf, H., Johnson, S. P., & Valenza, E. (2011) · Cognition · doi:10.1016/j.cognition.2011.06.010 · Cited by 281 · see citing works
Linguistic Constraints on Statistical Computations
Bonatti, L., Peña, M., Nespor, M., & Mehler, J. (2005) · Psychology Science · doi:10.1111/j.0956-7976.2005.01556.x · Cited by 193 · see citing works
Erickson, L., & Thiessen, E. D. (2015) · Developmental Review · doi:10.1016/j.dr.2015.05.002 · Cited by 246 · see citing works
The Oxford Handbook of Polysynthesis
Fortescue, M., Mithun, M., & Evans, N. (2017) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199683208.001.0001 · Cited by 273 · see citing works
The Use of Predictive Dependencies in Language Learning
Saffran, J. R. (2001) · Journal of Memory and Language · doi:10.1006/jmla.2000.2759 · Cited by 286 · see citing works
“…languages containing natural language-like properties serve as a tool to investigate basic processes in language acquisition (e.g., Braine, 1971; Braine et al., 1990; Moeser & Bregman, 1972; Morgan et al., 1987, 1989; Morgan & Newport, 1981; Saffran et al., 1996, 1997; Valian & Coulson, 1988).”
BackgroundMethodInfluentialSelf-citationTesting assumptions of statistical learning: Is it long-term and implicit?
Kim, R. S., Seitz, A. R., Feenstra, H., & Shams, L. B. (2009) · Neuroscience Letters · doi:10.1016/j.neulet.2009.06.030 · Cited by 256 · see citing works
“It has been suggested that this type of learning may contribute to language learning [19,21], acquisition of scene and object representations [11], and the hierarchical coding of objects (i.”
Nozari, N., Dell, G. S., & Schwartz, M. F. (2011) · Cognitive Psychology · doi:10.1016/j.cogpsych.2011.05.001 · Cited by 248 · see citing works
Implicit and explicit contributions to statistical learning
Batterink, L. J., Reber, P., Neville, H., & Paller, K. A. (2015) · Journal of Memory and Language · doi:10.1016/j.jml.2015.04.004 · Cited by 215 · see citing works
“…nature (either transitional probabilities, which were higher within words than across word boundaries, or frequency of cooccurrence, which were higher for the three syllable sequences within words than across words; cf. Saffran et al., 1996b; Saffran et al., 1997; Aslin, Saffran & Newport, 1998).”
InfluentialThe development of abstract syntax: Evidence from structural priming and the lexical boost
Rowland, C. F., Chang, F., Ambridge, B., Pine, J. M., & Lieven, E. (2012) · Cognition · doi:10.1016/j.cognition.2012.06.008 · Cited by 238 · see citing works
Procedural Learning in Adolescents With and Without Specific Language Impairment
Tomblin, J., Mainela-Arnold, E., & Zhang, X.-Y. (2007) · Language Learning and Development · doi:10.1080/15475440701377477 · Cited by 284 · see citing works
Dynamic Self-Organization and Early Lexical Development in Children
Li, P., Zhao, X.-W., & MacWhinney, B. (2007) · Cognitive Sciences · doi:10.1080/15326900701399905 · Cited by 227 · see citing works
Measuring individual differences in statistical learning: Current pitfalls and possible solutions
Siegelman, N., Bogaerts, L., & Frost, R. (2016) · Behavior Research Methods · doi:10.3758/s13428-016-0719-z · Cited by 219 · see citing works
Stress changes the representational landscape: evidence from word segmentation.
Curtin, S., Mintz, T. H., & Christiansen, M. H. (2005) · Cognition · doi:10.1016/j.cognition.2004.08.005 · Cited by 217 · see citing works
Statistical computations over a speech stream in a rodent
Toro, J. M., & Trobalón, J. B. (2005) · Perception & Psychophysics · doi:10.3758/bf03193539 · Cited by 227 · see citing works
Segmenting dynamic human action via statistical structure
Baldwin, D. A., Andersson, A., Saffran, J. R., & Meyer, M. A. (2007) · Cognition · doi:10.1016/j.cognition.2007.07.005 · Cited by 208 · see citing works
“Finally, for much the same reason, Avrahami and Kareev did not employ the statistical-learning techniques (e.g., Hunt & Aslin, 2001; Saffran et al., 1997) that have become standard in recent years.”
MethodSelf-citationRamus, F., & Ahissar, M. (2012) · Cognitive Neuropsychology · doi:10.1080/02643294.2012.677420 · Cited by 204 · see citing works
“The ability to automatically detect regularities has been shown at very young ages for the case of word segmentation, based on transitional probabilities between syllables, (eg, Saffran, Newport, Aslin, Tunick, & Barrueco, 1997 ).”
The extraction and integration framework: A two-process account of statistical learning
Thiessen, E. D., Kronstein, A. T., & Hufnagle, D. G. (2013) · Psychological Bulletin · doi:10.1037/a0030801 · Cited by 202 · see citing works
Implicit learning of ignored visual context
Jiang, Y. V., & Leung, A. W. (2005) · Psychonomic Bulletin & Review · doi:10.3758/bf03196353 · Cited by 197 · see citing works
Learning at a distance II. Statistical learning of non-adjacent dependencies in a non-human primate
Newport, E. L., HAUSER, M. D., Spaepen, G. M., & Aslin, R. Ν. (2004) · Cognitive Psychology · doi:10.1016/j.cogpsych.2003.12.002 · Cited by 187 · see citing works
Self-citationArtificial language learning and feature-based generalization
FINLEY, S. C., & Badecker, W. (2009) · Journal of Memory and Language · doi:10.1016/j.jml.2009.05.002 · Cited by 192 · see citing works
Predictive uncertainty in auditory sequence processing
Hansen, N. C., & Pearce, M. T. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.01052 · Cited by 188 · see citing works
Impaired Statistical Learning in Developmental Dyslexia
Gabay, Y., Thiessen, E. D., & Holt, L. L. (2015) · Journal of Speech Language and Hearing Research · doi:10.1044/2015_jslhr-l-14-0324 · Cited by 180 · see citing works
“However, there is a great debate about if implicit learning tasks, including SL tasks (Saffran et al., 1997), can actually occur without consciousness (Shanks, 2003).”
Production benefits of childhood overhearing
Knightly, L. M., Jun, S., Oh, J. S., & Au, T. K.-F. (2003) · The Journal of the Acoustical Society of America · doi:10.1121/1.1577560 · Cited by 187 · see citing works
The Role of Embodied Intention in Early Lexical Acquisition
Chen, Y., Ballard, D., & Aslin, R. (2005) · Cognitive Sciences · doi:10.1207/s15516709cog0000_40 · Cited by 182 · see citing works
“Nonetheless, previous language learning studies have shown similar findings for adults exposed to an artificial language (Saffran, Newport, et al., 1996), and for children ( Saffran, Newport, Aslin, Tunick, & Barrueco, 1997 ) or even infants exposed to the same types of language materials (Saffran, Aslin, et al., 1996…”
ResultSelf-citationWhat to expect where and when: how statistical learning drives visual selection
Theeuwes, J., Bogaerts, L., & van Moorselaar, D. (2022) · Trends in Cognitive Sciences · doi:10.1016/j.tics.2022.06.001 · Cited by 188 · see citing works
A computational model of event segmentation from perceptual prediction
Reynolds, J. R., Zacks, J. M., & Braver, T. S. (2007) · Cognitive Science · doi:10.1080/15326900701399913 · Cited by 172 · see citing works
A Statistical Basis for Speech Sound Discrimination
Anderson, J. L., Morgan, J. L., & White, K. S. (2003) · Language and Speech · doi:10.1177/00238309030460020601 · Cited by 180 · see citing works
An interaction between prosody and statistics in the segmentation of fluent speech.
Shukla, M., Nespor, M., & Mehler, J. (2007) · Cognitive Psychology · doi:10.1016/j.cogpsych.2006.04.002 · Cited by 196 · see citing works
Language adaptation and learning: Getting explicit about implicit learning
Chang, F., Janciauskas, M., & Fitz, H. (2012) · Language and Linguistics Compass · doi:10.1002/lnc3.337 · Cited by 176 · see citing works
Spaulding, T. J., Plante, E., & Vance, R. (2008) · Journal of Speech Language and Hearing Research · doi:10.1044/1092-4388(2008/002 · Cited by 180 · see citing works
Online neural monitoring of statistical learning
Batterink, L. J., & Paller, K. A. (2017) · Cortex; a journal devoted to the study of the nervous system and behavior · doi:10.1016/j.cortex.2017.02.004 · Cited by 155 · see citing works
“Since this seminal study, a large literature has demonstrated that statistical learning operates across ages and sensory modalities (e.g., Bulf, Johnson, & Valenza, 2011; Saffran et al., 1997; Saffran et al., 1999; Fiser & Aslin, 2001; Turk-Browne, Junge, and Scholl, 2005; Conway & Christiansen, 2005), and that it con…”
BackgroundHunt, R. H., & Aslin, R. (2001) · Journal of experimental psychology. General · doi:10.1037//0096-3445.130.4.658 · Cited by 216 · see citing works
“Are there simpler computational mechanisms than those described here that could enable learners to show the same pattern of RTs in these experiments? Perruchet and Vinter (1998) argued that adult, child, and infant performance in the studies of Saffran and colleagues (Saffran, Aslin, & Newport, 1996; Saffran, Newport,…”
BackgroundInfluentialSelf-citationRole of Attention and Perceptual Grouping in Visual Statistical Learning
Baker, C. I., Olson, C. R., & Behrmann, M. (2004) · Psychological Science · doi:10.1111/j.0956-7976.2004.00702.x · Cited by 173 · see citing works
Arciuli, J., & Simpson, I. C. (2011) · Developmental Science · doi:10.1111/j.1467-7687.2009.00937.x · Cited by 181 · see citing works
English only? Monolinguals in linguistically diverse contexts have an edge in language learning
Bice, K., & Kroll, J. F. (2019) · Brain and Language · doi:10.1016/j.bandl.2019.104644 · Cited by 176 · see citing works
Storkel, H. L., & Morrisette, M. L. (2002) · Language Speech and Hearing Services in Schools · doi:10.1044/0161-1461(2002/003 · Cited by 160 · see citing works
Time course and functional neuroanatomy of speech segmentation in adults
Toni Cunillera, B., Càmara, E., Toro, J. M., Marco‐Pallarés, J., Sebastián‐Gallés, N., Ortiz, H., Pujol, J., & Rodríguez‐Fornells, A. (2009) · NeuroImage · doi:10.1016/j.neuroimage.2009.06.069 · Cited by 156 · see citing works
White, E. J., Hutka, S. A., Williams, L. J., & Moreno, S. (2013) · Frontiers in Systems Neuroscience · doi:10.3389/fnsys.2013.00090 · Cited by 164 · see citing works
Hunt, R. H., & Aslin, R. Ν. (2001) · Journal of Experimental Psychology General · doi:10.1037/0096-3445.130.4.658 · Cited by 158 · see citing works
Self-citationStatistical Learning of Adjacent and Non-Adjacent Dependencies among Non-Linguistic Sounds
Gebhart, A. L., Newport, E., & Aslin, R. (2009) · Psychonomic Bulletin & Review · doi:10.3758/pbr.16.3.486 · Cited by 157 · see citing works
Self-citationCortical encoding of melodic expectations in human temporal cortex
Liberto, G. M. D., Pelofi, C., Bianco, R., Patel, P., Mehta, A. D., Herrero, J. L., Alain De Cheveigné, A., Shamma, S., & Mesgarani, N. (2020) · eLife · doi:10.7554/elife.51784 · Cited by 156 · see citing works
Linguistic entrenchment: prior knowledge impacts statistical learning performance
Siegelman, N., Bogaerts, L., Elazar, A., Arciuli, J., & Frost, R. (2018) · Cognition · doi:10.1016/j.cognition.2018.04.011 · Cited by 128 · see citing works
Understanding the Neural Bases of Implicit and Statistical Learning
Batterink, L. J., Paller, K. A., & Reber, P. (2019) · Topics in Cognitive Science · doi:10.1111/tops.12420 · Cited by 101 · see citing works
Speciale, G., Ellis, N., & Bywater, T. (2004) · Applied Psycholinguistics · doi:10.1017/s0142716404001146 · Cited by 174 · see citing works
Emberson, L. L., Conway, C. M., & Christiansen, M. H. (2010) · Quarterly Journal of Experimental Psychology · doi:10.1080/17470218.2010.538972 · Cited by 142 · see citing works
Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008) · The Volta Review · doi:10.17955/tvr.108.2.608 · Cited by 144 · see citing works
The multi-component nature of statistical learning
Arciuli, J. (2016) · Philosophical Transactions of the Royal Society B Biological Sciences · doi:10.1098/rstb.2016.0058 · Cited by 140 · see citing works
A Theory of Tonal Hierarchies in Music
Krumhansl, C. L., & Cuddy, L. L. (2010) · Springer handbook of auditory research · doi:10.1007/978-1-4419-6114-3_3 · Cited by 146 · see citing works
Raviv, L., & Arnon, I. (2017) · Developmental Science · doi:10.1111/desc.12593 · Cited by 136 · see citing works
“These results mirror the findings of Arciuli and Simpson (2011), who reported an improvement with age in the visual domain for similar ages, and are also in line with Saffran et al. (1997), who reported age- invariance in the auditory domain.”
BackgroundResultInfluentialCross-situational statistical word learning in young children
Suanda, S. H., Mugwanya, N., & Namy, L. L. (2014) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2014.06.003 · Cited by 133 · see citing works
“This finding is in accord with a number of statistical language learning studies in other aspects of language acquisition, such as speech segmentation (Saffran et al., 1997) and sequence learning (Meulemans, Van der Linden, & Perruchet, 1998), that also find similarities between adults' and children's statistical lear…”
ResultThe Languages of the Daly River Region (Northern Australia)
Nordlinger, R. (2017) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199683208.013.44 · Cited by 134 · see citing works
Formal and Cognitive Restrictions on Vowel Harmony
Finley, S. (2008) · doi:10.7282/t3k64h05 · Cited by 133 · see citing works
Polysynthesis in Northern Australia
Evans, N. (2017) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199683208.013.19 · Cited by 133 · see citing works
Temporal Attention as a Scaffold for Language Development
de Diego‐Balaguer, R., Martinez‐Alvarez, A., & Pons, F. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.00044 · Cited by 128 · see citing works
Robinson, P. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050126 · Cited by 129 · see citing works
Tillmann, B., & McAdams, S. (2004) · Journal of Experimental Psychology. Learning, Memory and Cognition · doi:10.1037/0278-7393.30.5.1131 · Cited by 118 · see citing works
“This learning process thus does not apply only to syllables (Saffran, Newport, et al., 1996; Saffran et al., 1997) and pure tones (Saffran et al., 1999), but also to more complex, nonlinguistic material: musical timbres.”
BackgroundBakker, I., Takashima, A., van Hell, J. G., Janzen, G., & McQueen, J. M. (2015) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2015.10.020 · Cited by 123 · see citing works
Christiansen, M. H., Conway, C. M., & Onnis, L. (2011) · Language and Cognitive Processes · doi:10.1080/01690965.2011.606666 · Cited by 123 · see citing works
Siegelman, N., Bogaerts, L., Kronenfeld, O., & Frost, R. (2017) · Cognitive Sciences · doi:10.1111/cogs.12556 · Cited by 114 · see citing works
“We refer here to the parallel design used extensively with adult populations (e.g., Saffran et al., 1997). other elements.”
Choi, D., Batterink, L. J., Black, A. K., Paller, K. A., & Werker, J. F. (2020) · Psychological Science · doi:10.1177/0956797620933237 · Cited by 117 · see citing works
Statistical Learning Across Development: Flexible Yet Constrained
Krogh, L., Vlach, H. A., & Johnson, S. P. (2013) · Front. Psychology · doi:10.3389/fpsyg.2012.00598 · Cited by 113 · see citing works
TRACX: A recognition-based connectionist framework for sequence segmentation and chunk extraction.
French, R. M., Addyman, C., & Denis Mareschal, B. (2011) · Psychological Review · doi:10.1037/a0025255 · Cited by 120 · see citing works
Majerus, S., der Linden, M. V., Mulder, L., Meulemans, T., & Peters, F. (2004) · Journal of Memory and Language · doi:10.1016/j.jml.2004.05.002 · Cited by 123 · see citing works
Do beez buzz? Rule-based and frequency-based knowledge in learning to spell plural -s.
Kemp, N., & Bryant, P. (2003) · Child Development · doi:10.1111/1467-8624.00521 · Cited by 144 · see citing works
The Acquisition of Murrinhpatha (Northern Australia)
Forshaw, W., Davidson, L., Kelly, B. F., Nordlinger, R., Wigglesworth, G., & Blythe, J. (2017) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780199683208.013.27 · Cited by 111 · see citing works
Time in language: Event duration in language comprehension
Coll-Florit, M., & Gennari, S. P. (2010) · Cognitive Psychology · doi:10.1016/j.cogpsych.2010.09.002 · Cited by 104 · see citing works
Phonemes: Lexical access and beyond
Kazanina, N., Bowers, J. S., & Idsardi, W. J. (2017) · Psychonomic Bulletin & Review · doi:10.3758/s13423-017-1362-0 · Cited by 107 · see citing works
- Authors
- Saffran, J. R., Newport, E. L., Aslin, R. N., Tunick, R. A., & Barrueco, S.
- Affiliations
- University of Rochester (US)
- Department of Brain and Cognitive Sciences, University of Rochester
- United States Department of Veterans Affairs (US)
- University of Denver (US)
- Corresponding author
- Saffran, Jenny R.
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 1997-03
- Volume
- 8
- Issue
- 2
- Pages
- 101-105
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2083195749
- Semantic Scholar
- 317b15f1ad52306f877f2a28cb99f1912dc17454
- Cited by
- 675
- References
- 44
- Citations by year
- 2026: 14 · 2025: 18 · 2024: 27 · 2023: 33 · 2022: 25 · 2021: 31 · 2020: 36 · 2019: 26 · 2018: 26 · 2017: 76 · 2016: 32 · 2015: 40 · 2014: 37 · 2013: 28 · 2012: 32
- FWCI
- 10.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Science (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Phonetics and Phonology Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- incidental language learning, word segmentation, connected speech, artificial languages, transition probabilities, statistical learning, auditory learning, children versus adults, first grade students, syllable boundaries
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