Why segmentation matters: Experience-driven segmentation errors impair "morpheme" learning.
We ask whether an adult learner's knowledge of their native language impedes statistical learning in a new language beyond just word segmentation (as previously shown). In particular, we examine the impact of native-language word-form phonotactics on learners' ability to segment words into their component morphemes and learn phonologically triggered variation of morphemes. We find that learning is impaired when words and component morphemes are structured to conflict with a learner's native-language phonotactic system, but not when native-language phonotactics do not conflict with morpheme boundaries in the artificial language. A learner's native-language knowledge can therefore have a cascading impact affecting word segmentation and the morphological variation that relies upon proper segmentation. These results show that getting word segmentation right early in learning is deeply important for learning other aspects of language, even those (morphology) that are known to pose a great difficulty for adult language learners.
Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology.
Amy S
AS
Finn
Department of Linguistics, University of British Columbia.
Carla L
CL
Hudson Kam
D000704:Analysis of Variance; D002755:Choice Behavior; D005260:Female; D006801:Humans; D019359:Knowledge; D008297:Male; D011578:Psycholinguistics; D021641:Recognition, Psychology / Q000502:physiology*; D012660:Semantics; D013334:Students; D014495:Universities; D014706:Verbal Learning / Q000502:physiology*; D014825:Vocabulary