東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Contribution of Attention and Wo...

Mettler, Heidi M. .

Linked to FindBook

Google Book

Amazon

博客來

The Contribution of Attention and Working Memory to Statistical Learning in Young Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Contribution of Attention and Working Memory to Statistical Learning in Young Children./
Author:	Mettler, Heidi M. .
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	202 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
Contained By:	Dissertations Abstracts International85-03B.
Subject:	Language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30636430
ISBN:	9798380150675

The Contribution of Attention and Working Memory to Statistical Learning in Young Children.
Mettler, Heidi M. .

The Contribution of Attention and Working Memory to Statistical Learning in Young Children. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 202 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: B.

Thesis (Ph.D.)--The University of Arizona, 2023.

Purpose: Statistical learning is a mechanism that allows rapid learning without conscious effort (Plante & Gomez, 2018). Attention and working memory may underlie this mechanism (Erickson & Thiessen, 2015). Yet, empirical evidence for this is mixed, and there is an age-related gap in the literature in this area for young children. The goals of this study were (a) to develop a statistical learning task on which young children could demonstrate learning and (b) to use that task to examine the contribution of attention and working memory to statistical learning outcomes in that population. Addressing these goals could provide insight into how we might individualize statistical learning-based language interventions for children with language impairments by considering their unique cognitive profiles.Method: Fifty 5- and 6-year-old children with typical development were recruited. They completed computerized, in-person attention, working memory, and statistical learning tasks. The primary analysis was a multiple linear regression with age as a covariate and outcome measures on the attention and working memory tasks as predictors. The dependent variable was children's accuracy on the statistical learning task. Retesting was completed for a subset of children to calculate the measures' test-retest reliability.Results: Test-retest analyses showed that the attention and working memory tasks were moderately to strongly reliable. Descriptive statistics showed that most children were able to successfully demonstrate learning on the statistical learning task, with 30 of 50 achieving a score above chance. The regression analysis showed that neither attention nor working memory scores significantly predicted children's scores on the statistical learning task.Conclusion: The statistical learning task was feasible for young children, but this was largely at the group level. Attention and working memory did not significantly predict children's statistical learning outcomes. This might be explained by the mitigating influence of facilitative principles known to support statistical learning. Alternatively, this result might be explained by methodological aspects of the study. Though the findings cannot speak directly to ways we might individualize statistical learning-based interventions just yet, they have inspired questions to be addressed in future studies which would add depth to our understanding of statistical learning in children and the components that underlie it.{A0}

ISBN: 9798380150675Subjects--Topical Terms:

643551
Language.
Subjects--Index Terms:

Statistical learning

The Contribution of Attention and Working Memory to Statistical Learning in Young Children.
LDR:03663nmm a2200385 4500 001 2401543
005 20241022110514.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380150675
035 $a (MiAaPQ)AAI30636430
035 $a AAI30636430
035 $a 2401543
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mettler, Heidi M. . $3 3771638
245 1 0 $a The Contribution of Attention and Working Memory to Statistical Learning in Young Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 202 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: B.
500 $a Advisor: Alt, Mary.
502 $a Thesis (Ph.D.)--The University of Arizona, 2023.
520 $a Purpose: Statistical learning is a mechanism that allows rapid learning without conscious effort (Plante & Gomez, 2018). Attention and working memory may underlie this mechanism (Erickson & Thiessen, 2015). Yet, empirical evidence for this is mixed, and there is an age-related gap in the literature in this area for young children. The goals of this study were (a) to develop a statistical learning task on which young children could demonstrate learning and (b) to use that task to examine the contribution of attention and working memory to statistical learning outcomes in that population. Addressing these goals could provide insight into how we might individualize statistical learning-based language interventions for children with language impairments by considering their unique cognitive profiles.Method: Fifty 5- and 6-year-old children with typical development were recruited. They completed computerized, in-person attention, working memory, and statistical learning tasks. The primary analysis was a multiple linear regression with age as a covariate and outcome measures on the attention and working memory tasks as predictors. The dependent variable was children's accuracy on the statistical learning task. Retesting was completed for a subset of children to calculate the measures' test-retest reliability.Results: Test-retest analyses showed that the attention and working memory tasks were moderately to strongly reliable. Descriptive statistics showed that most children were able to successfully demonstrate learning on the statistical learning task, with 30 of 50 achieving a score above chance. The regression analysis showed that neither attention nor working memory scores significantly predicted children's scores on the statistical learning task.Conclusion: The statistical learning task was feasible for young children, but this was largely at the group level. Attention and working memory did not significantly predict children's statistical learning outcomes. This might be explained by the mitigating influence of facilitative principles known to support statistical learning. Alternatively, this result might be explained by methodological aspects of the study. Though the findings cannot speak directly to ways we might individualize statistical learning-based interventions just yet, they have inspired questions to be addressed in future studies which would add depth to our understanding of statistical learning in children and the components that underlie it.{A0}
590 $a School code: 0009.
650 4 $a Language. $3 643551
650 4 $a Cognitive psychology. $3 523881
650 4 $a Speech therapy. $3 520446
653 $a Statistical learning
653 $a Working memory
653 $a Cognitive profiles
653 $a Language impairments
690 $a 0679
690 $a 0633
690 $a 0460
710 2 $a The University of Arizona. $b Speech, Language, & Hearing Sciences. $3 1023969
773 0 $t Dissertations Abstracts International $g 85-03B.
790 $a 0009
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30636430