Ongoing exposure to an ambient language continues to build implicit knowledge across the lifespan
Datos Bibliográficos
| ID | 21226731 |
|---|---|
| Autores | Wakayo Mattingley (0000-0002-8605-4995, University of Canterbury), J Hay (0000-0001-8127-0413, University of Canterbury), Simon Todd (0000-0003-2665-5737, University of California, Santa Barbara), Forrest Panther (0000-0002-3884-3201, University of Canterbury), Jeanette King (0000-0001-7734-722X, University of Canterbury), Peter J Keegan (0000-0002-3663-2814, University of Auckland) |
| Año | 2024 |
| Volumen | 10 |
| Número | 1 |
| Páginas | 345-355 |
| Fecha de publicación | 2024-12-31 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Linguistics Vanguard (JOURNAL) |
| Identificadores de la revista | ISSN: 2199-174X • E-ISSN: 2199-174X |
| Editorial | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/lingvan-2023-0137 |
| OpenAlex | W4400523553 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 47 |
Recent findings show adult New Zealanders who do not speak te reo Māori (the Māori language, the indigenous language of New Zealand) nonetheless have impressive implicit lexical and phonotactic knowledge of the language. These findings have been interpreted as showing that regular ambient exposure to a non-native language develops an implicit “proto-lexicon”, a memory store of lexical forms in that language, without any meaning. However, what is not known is the timeframe over which this knowledge is acquired. Does the knowledge stem exclusively from implicit learning during childhood, or does it continue to grow based on exposure during adulthood? To investigate this question, we directly compare non-Māori-speaking school-aged adolescents and adults in New Zealand and explore how age affects the degree of observed knowledge. Our results show that ambient exposure leads to implicit knowledge both in childhood and adulthood, and that continuing exposure throughout the lifespan leads to increased knowledge
Cognitive psychology · Cognitive science · Child and Animal Learning Development · Computer Science · Language Development and Disorders · Psychology · Reading and Literacy Development
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| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |