424
Views
0
CrossRef citations to date
0
Altmetric
Research Article

The Type of Feedback Provided Can Affect Morphological Rule Learning of Young Children

, & ORCID Icon

References

  • American National Standards Institute. (1996). Specifications for audiometers. ANSI, S3.61996. New York, NY: ANSI.
  • Amitay, S., Halliday, L., Taylor, J., Sohoglu, E., & Moore, D. R. (2010). Motivation and intelligence drive auditory perceptual learning. PLoS One, 5(3), e9816. https://doi.org/10.1371/journal.pone.0009816
  • Anderson, J. R. (1982). Acquisition of cognitive skills. Psychological Review, 89(4), 369–406. https://doi.org/10.1037/0033-295X.89.4.369
  • Bates, E., Devescovi, A., & Wulfeck, B. (2001). Psycholinguistics: A cross-language perspective. Annual Review of Psychology, 52(1), 369–396. https://doi.org/10.1146/annurev.psych.52.1.369
  • Besson, M., & Kutas, M. (1993). The many facets of repetition: A cued-recall and event-related potential analysis of repeating words in same versus different sentence contexts. Journal of Experimental Psychology. Learning, Memory, and Cognition, 19(5), 1115. doi: 10.1037//0278-7393.19.5.1115.
  • Birdsong, D. (1992). Ultimate attainment in second language acquisition. Language, 68(4), 706–755. https://doi.org/10.1353/lan.1992.0035
  • Bitan, T., & Karni, A. (2003). Alphabetical knowledge from whole words training: Effects of explicit instruction and implicit experience on learning script segmentation. Cognitive Brain Research, 16(3), 323–337. https://doi.org/10.1016/S0926-6410(02)00301-4
  • Braine, M. D., Brody, R. E., Brooks, P. J., Sudhalter, V., Ross, J. A., Catalano, L., & Fisch, S. M. (1990). Exploring language acquisition in children with a miniature artificial language: Effects of item and pattern frequency, arbitrary subclasses, and correction. Journal of Memory and Language, 29(5), 591–610. https://doi.org/10.1016/0749-596X(90)90054-4
  • Butler, A. C., Godbole, N., & Marsh, E. J. (2013). Explanation feedback is better than correct answer feedback for promoting transfer of learning. Journal of Educational Psychology, 105(2), 290–298. https://doi.org/10.1037/a0031026
  • Bybee, J. (2007). Frequency of use and the organization of language. Oxford University Press on Demand.
  • Chiu, P., Schmithorst, V., Douglas Brown, R., Holland, S., & Dunn, S. (2006). Making memories: A crosssectional investigation of episodic memory encoding in childhood using fMRI. Developmental Neuropsychology, 29(2), 321–340. https://doi.org/10.1207/s15326942dn2902_3
  • Chouinrad, M. M., & Clark, E. V. (2003). Adult reformulations of child errors as negative evidence. Journal of Child Language, 30(3), 637–669. https://doi.org/10.1017/S0305000903005701
  • Cohen, N., & Poldrack, R. A. (1997). Memory for items and memory for relations in the procedural/declarative memory framework. Memory, 5(12), 131–178. https://doi.org/10.1080/741941149
  • Cole, J., Hualde, J. I., Smith, C. L., Eager, C., Mahrt, T., & de Souza, R. N. (2019). Sound, structure and meaning: The bases of prominence ratings in English, French and Spanish. Journal of Phonetics, 75, 113–147. https://doi.org/10.1016/j.wocn.2019.05.002
  • Covington, M. V., & Omelich, C. L. (1984). Task-oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76(6), 1038–1050. https://doi.org/10.1037/0022-0663.76.6.1038
  • de la Hoz, M., Garrido, D., & García-Retamero, R. (2021). Linguistic impairments in patients with mild cognitive impairment: A systematic review. Revista De Neurologia, 72(3), 67–76. https://doi.org/10.33588/rn.7203.2020411
  • DeCasper, A., & Fifer, W. (1980). Of human bonding: Newborns perfer their mothers’ voices. Science, 208(4448), 1174–1176. https://doi.org/10.1126/science.7375928
  • Dekeyser, R. (2018). The critical period hypothesis: A diamond in the rough. Bilingualism: Language and Cognition, 21(5), 915–916. https://doi.org/10.1017/S1366728918000147
  • Deutsch, A., & Kuperman, V. (2018). Formal and semantic effects of morphological families on word recognition in Hebrew. Language, Cognition and Neuroscience, 34(1), 87–100. https://doi.org/10.1080/23273798.2018.1513541
  • Dieter, K. C., Melnick, M. D., & Tadin, D. (2016). Perceptual training profoundly alters binocular rivalry through both sensory and attentional enhancements. Proceedings of the National Academy of Science U S A, 113(45), 12874–12879. https://doi.org/10.1073/pnas.1602722113
  • DiGiulio, D. V., Seidenberg, M., O’Leary, D. S., & Raz, N. (1994). Procedural and declarative memory: A developmental study. Brain Cognition, 25(1), 79–91. https://doi.org/10.1006/brcg.1994.1024
  • Dobres, J., & Watanabe, T. (2012). Response feedback triggers long-term consolidation of perceptual learning independently of performance gains. Journal of Vision, 12(8), 9. https://doi.org/10.1167/12.8.9
  • Eraut, M. (2006). Feedback. Learning in Health and Social Care, 5(3), 111. https://doi.org/10.1111/j.1473-6861.2006.00129.x
  • Faul, F., Erdfelder, E., Lang, AG. et al. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. https://doi.org/10.3758/BF03193146
  • Ferman, S. (2005). Language learning as a skill: Long term learning of an invented morphological rule in children and adults. Thesis Submitted for Degree Doctoral of Philosophy, The Hebrew University of Jerusalem. (Heb)
  • Ferman, S., & Karni, A. (2010). No childhood advantage in the acquisition of skill in using an artificial language rule. PLoS One, 5(10), e13648. https://doi.org/10.1371/journal.pone.0013648
  • Ferman, S., & Karni, A. (2014). Explicit versus implicit instruction: Which is preferable for learning an artificial morphological rule in children? Folia Phoniatrica Et Logopaedica, 66(1–2), 77–87. https://doi.org/10.1159/000363135
  • Ferman, S., Kishon-Rabin, L., Ganot-Budaga, H., & Karni, A. (2019). Deficits in explicit language problem solving rather than in implicit learning in specific language impairment: Evidence from learning an artificial morphological rule. Journal of Speech, Language and Hearing Research, 62(10), 3790–3807. https://doi.org/10.1044/2019_JSLHR-L-17-0140
  • Ferman, S., Olshtain, E., Schechtman, E., & Karni, A. (2009). The acquisition of a linguistic skill by adults: Procedural and declarative memory interact in the learning of an artificial morphological rule. Journal of Neurolinguistics, 22(4), 384–412. https://doi.org/10.1016/j.jneuroling.2008.12.002
  • Finn, A. S., Kalra, P. B., Goetz, C., Leonard, J. A., Sheridan, M. A., & Gabrieli, J. D. (2016). Developmental dissociation between the maturation of procedural memory and declarative memory. Journal of Experimental Child Psychology, 142, 212–220. https://doi.org/10.1016/j.jecp.2015.09.027
  • Gomez, R. L. (2002). Variability and detection of invariant structure. Psychological Science, 13(5), 431–436. https://doi.org/10.1111/1467-9280.00476
  • Goodman, J., Wood, R. E., & Hendrickx, M. (2004). Feedback specificity, exploration, and learning. Journal of Applied Psychology, 89(2), 248–262. https://doi.org/10.1037/0021-9010.89.2.248
  • Grunow, H., Spaulding, T. J., Gómez, R. L., & Plante, E. (2006). The effects of variation on learning word order rules by adults with and without language-based learning disabilities. Journal of Communication Disorders, 39(2), 158–170. https://doi.org/10.1016/j.jcomdis.2005.11.004
  • Gupta, P. & Lipinski, J. (2002). Statistical learning, implicit memory, and phonology. In W. Gray & C. Schunn (Eds.), Proceedings of the 24th Annual Conference of the Cognitive Science Society, Mahwah, NJ, Lawrence Erlbaum, p. 39.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. American Educational Research Association, Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487
  • Hélie, S., & Sun, R. (2014). An integrative account of memory and reasoning phenomena. New Ideas in Psychology, 35, 36-52. https://doi.org/10.1016/j.newideapsych.2014.06.004
  • Hulstijn, J. H. (1997). Second language acquisition research in the research lab: Possibilities and limitations. Studies in Second Language Acquisition, 19(2), 131–143. https://doi.org/10.1017/S0272263197002015
  • Huyck, J. J., & Wright, B. A. (2011). Late maturation of auditory perceptual learning. Developmental Science, 14(3), 614–621. https://doi.org/10.1111/j.1467-7687.2010.01009.x
  • Janacsek, K., Fiser, J., & Nemeth, D. (2012). The best time to acquire new skills: Age-related differences in implicit sequence learning across the human lifespan. Developmental Science, 15(4), 496–505. https://doi.org/10.1111/j.1467-7687.2012.01150.x
  • Johnson, E. K., & Jusczyk, P. W. (2001). Word segmentation by 8-month-olds: When speech cues count more than statistics. Journal of Memory and Language, 44(4), 548–567. https://doi.org/10.1006/jmla.2000.2755
  • Karni, A. (1996). The acquisition of perceptual and motor skills: A memory system in the adult human cortex. Cognitive Brain Research, 5(12), 39–48. https://doi.org/10.1016/S0926-6410(96)00039-0
  • Karni, A., & Bertini, G. (1997). Learning perceptual skills: Behavioral probes into adult cortical plasticity. Current Opinion in Neurobiology, 7(4), 530–535. https://doi.org/10.1016/S0959-4388(97)80033-5
  • Karni, A., & Sagi, D. (1991). Where practice makes perfect in texture discrimination: Evidence for primary visual cortex plasticity. Proceedings of the National Academy of Science USA, 88(11), 4966–4970. https://doi.org/10.1073/pnas.88.11.4966
  • Knudsen, E. I. (1994). Supervised learning in the brain. Journal of Neuroscience, 14(7), 3985–3997. https://doi.org/10.1523/JNEUROSCI.14-07-03985.1994
  • Korman, M., Raz, N., Flash, T., & Karni, A. (2003). Multiple shifts in the representation of a motor sequence during the acquisition of skilled performance. Proceedings of the National Academy of Science U S A, 100(21), 12492–12497. https://doi.org/10.1073/pnas.2035019100
  • Lee, H. W., Lim, K. Y., & Grabowski, B. L. (2009). Generative learning strategies and metacognitive feedback to facilitate comprehension of complex science topics and self-regulation. Journal of Educational Multimedia and Hypermedia, 18(1), 5–25.
  • Lee, Y., & Vakoch, D. A. (1996). Transfer and retention of implicit and explicit learning. British Journal of Psychological Society, 87(4), 637–651. https://doi.org/10.1111/j.2044-8295.1996.tb02613.x
  • Leufkens, S. C. (2015). Transparency in language: A typological study. LOT.
  • Levin, I., Ravid, D., & Rapaport, S. (2001). Morphology and spelling among Hebrew-speaking children: From kindergarten to first grade. Journal of Child and Language, 28(3), 741–769. https://doi.org/10.1017/S0305000901004834
  • Li, F., Xie, L., Yang, X., & Cao, B. (2017). The effect of feedback and operational experience on children’s rule learning. Frontiers in Psychology, 8, 534. https://doi.org/10.3389/fpsyg.2017.00534
  • Liu, J. J., Lu, Z. L., & Dosher, B. A. (2010). Augmented Hebbian reweighting: Interactions between feedback and training accuracy in perceptual learning. Journal of Vision, 10(10), 29. https://doi.org/10.1167/10.10.29
  • Mackey, A. (2012). Input, interaction, and corrective feedback in L2 learning. Oxford University Press.
  • Maddox, W. T., & Ing, A. D. (2005). Delayed feedback disrupts the procedural-learning system but not the hypothesis-testing system in perceptual category learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31(1), 100–107. https://doi.org/10.1037/0278-7393.31.1.100
  • Mathews, R. C., Buss, R. R., Staneley, W. B., Blanchard-Fields, F., Cho, J. R., & Druhan, B. (1989). Role of implicit and explicit processes in learning from examples: A synergistic effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(6), 1083–1100. https://doi.org/10.1037/0278-7393.15.6.1083
  • McCandliss, B. D., Fiez, J. A., Protopapas, A., Conway, M., & McClelland, J. L. (2002). Success and failure in teaching the [r]-[l] contrast to Japanese adults: Tests of a Hebbian model of plasticity and stabilization in spoken language perception. Cognitive, Affective & Behavioral Neuroscience, 2(2), 89–108. https://doi.org/10.3758/CABN.2.2.89
  • Metcalfe, J., Kornell, N., & Finn, B. (2009). Delayed versus immediate feedback in children’s and adults’ vocabulary learning. Memory & Cognition, 37(8), 1077–1087. https://doi.org/10.3758/MC.37.8.1077
  • Micheyl, C., Delhommeau, K., Perrot, X., & Oxenham, A. J. (2006). Influence of musical and psychoacoustical training on pitch discrimination. Hearing Research, 219(1–2), 36–47. https://doi.org/10.1016/j.heares.2006.05.004
  • Millward, K. E., Hall, R. L., Ferguson, M. A., & Moore, D. R. (2011). Training speech-in-noise perception in mainstream school children. International Journal of Pediatric Otorhinolaryngology, 75(11), 1408–1417. https://doi.org/10.1016/j.ijporl.2011.08.003
  • Mims, R. M., & Gholson, B. (1977). Effects of type and amount of feedback upon hypothesis sampling systems among 7- and 8-year-old children. Journal of Experimental Child Psychology, 24(2), 358–371. https://doi.org/10.1016/0022-0965(77)90013-3
  • Mishkin M, Malamut B, Bachevalier J (1988) Memories and habits: Two neural systems, In: Lynch G, McGaugh JL, Weinburger NW, eds. The Neurobiology of learning and memory, New York: Guliford. pp 64–88.
  • Myles, F. (2017). Learning foreign languages in primary schools: Is younger better? Languages, Society & Policy. https://doi.org/10.17863/CAM.9806
  • Nelson, C. (1995). The ontogeny of human memory: A cognitive neuroscience perspective. Developmental Psychology, 31(5), 723–738. https://doi.org/10.1037/0012-1649.31.5.723
  • Nelson, C., de Haan, M., & Thomas, K. (2006). Neural bases of cognitive development. In W. Damon, R. Lerner, D. Kuhn, & R. Siegler (Eds.), Handbook of child psychology (6th ed., Vol. 2, pp. 3–57). Cognitive, perception and language. John Wiley and Sons, Inc.
  • Nevat, M., Ullman, M. T., Eviatar, Z., & Bitan, T. (2017). The neural bases of the learning and generalization of morphological inflection. Neuropsychologia, 98(139–155), 10. https://doi.org/10.1016/j.neuropsychologia.2016.08.026
  • Ofen, N., Kao, Y. C., Sokol-Hessner, P., Kim, H., Whitfield-Gabrieli, S., & Gabrieli, J. D. (2007). Development of the declarative memory system in the human brain. Nature Neuroscience, 10(9), 1198–1205. https://doi.org/10.1038/nn1950
  • Opitz, B., Ferdinand, N. K., & Mecklinger, A. (2011). Timing matters: The impact of immediate and delayed feedback on artificial language learning. Frontiers in Human Neuroscience, 5, 8. https://doi.org/10.3389/fnhum.2011.00008
  • Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology. Learning, Memory, and Cognition, 31(1), 3–8. https://doi.org/10.1037/02787393.31.1.3
  • Pelucchi, B., Hay, J. F., & Saffran, J. R. (2009). Statistical learning in a natural language by 8-month-old infants. Child Development, 80(3), 674–685. https://doi.org/10.1111/j.1467-8624.2009.01290.x
  • Perea, M., Soares, A. P., & Comesaña, M. (2013). Contextual diversity is a main determinant of word identification times in young readers. Journal of Experimental Child Psychology, 116(1), 37–44. https://doi.org/10.1016/j.jecp.2012.10.014
  • Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10(5), 233–238. https://doi.org/10.1016/j.tics.2006.03.006
  • Petrov, A. A., Dosher, B. A., & Lu, Z. L. (2006). Perceptual learning without feedback in non-stationary contexts: Data and model. Vision Research, 46(19), 3177–3197. https://doi.org/10.1037/0033-295X.112.4.715
  • Peverly, S. T., & Wood, R. (2001). The effects of adjunct questions and feedback on improving the reading comprehension skills of learning-disabled adolescents. Contemporary Educational Psychology, 26(1), 25–43. https://doi.org/10.1006/ceps.1999.1025
  • Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor. Multilingual Matters.
  • Plante, E., Gomez, R., & Gerken, L. (2002). Sensitivity to word order cues by normal and language/learning disabled adults. Journal of Communication Disorders, 35(5), 453–462. https://doi.org/10.1016/S0021-9924(02)00094-1
  • Plunkett, K., & Juola, J. (1999). A connectionist model of English past tense and plural morphology. Cognitive Science, 23(4), 463–490. https://doi.org/10.1207/s15516709cog2304_4
  • Plunkett, K., & Marchman, V. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48(1), 21–69. https://doi.org/10.1016/0010-0277(93)90057-3
  • Poldrack, R. A., Clark, J., Pare-Blagoev, E. J., Shohamy, D., Moyano, J. C., Myers, C., & Gluck, M. A. (2001). Interactive memory systems in the human brain.Nature,414(6863), 546–550. doi:10.1038/35107080
  • Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/BF00117714
  • Saffran, J. R., Pollak, S. D., Seibel, R. L., & Shkolnik, A. (2007). Dog is a dog is a dog: Infant rule learning is not specific to language. Cognition, 105(3), 669–680. https://doi.org/10.1016/j.cognition.2006.11.004
  • Scarborough, D. L., Gerard, L., & Cortese, C. (1979). Accessing lexical memory: The transfer of word repetition effects across task and modality. Memory & Cognition, 7(1), 3–12. https://doi.org/10.3758/BF03196928
  • Schacter, D., & Moscovitch, M. (1984). Infants, amnesics, and dissociable memory systems. In M. Moscovitch (Ed.), Advances in the study of communication and affect (Vol. 9, pp. 173–216). Plenum.
  • Seitz, A. R., Nanez, J. E., Holloway, S., Tsushima, Y., & Watanabe, T. (2006). Two cases requiring external reinforcement in perceptual learning. Journal of Vision, 6(9), 966–973. https://doi.org/10.1167/6.9.9
  • Shanks, D. R., Johnstone, T., & Staggs, L. (1997). abstraction processes in artificial grammar learning. The Quarterly Journal of Experimental Psychology, 50A(1), 216–252. https://doi.org/10.1080/713755680
  • Shute, J. V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795
  • Squire, L. R., & Dede, A. J. (2015). Conscious and unconscious memory systems. Cold Spring Harbor Perspectives in Biology, 7(3), a021667. https://doi.org/10.1101/cshperspect.a021667
  • Squire, L. R., & Zola, S. M. (1996). Structure and function of declarative and nondeclarative memory systems. Proceedings of the National Academy of Sciences of the USA, 93(24), 13515–13522. https://doi.org/10.1073/pnas.93.24.13515
  • Strapp, C. (1999). Mothers’, fathers’ and siblings’ responses to children’s language errors: Comparing sources of negative evidence. Journal of Child Language, 26(2), 373–391. https://doi.org/10.1017/S0305000999003827
  • Sun, R., Slusarz, P., & Terry, C. (2005). The interaction of the explicit and the implicit in skill learning: a dual-process approach. Psychological review, 112(1), 159.https://doi.org/10.1037/0033-295X.112.1.159
  • Thiessen, E. D., & Saffran, J. R. (2007). Learning to learn: Infants’ acquisition of stress-based strategies for word segmentation. Language, Learning and Development, 3(1), 73–100. https://doi.org/10.1080/15475440709337001
  • Thomas, K. M., Hunt, R. H., Vizueta, N., Sommer, T., Durston, S., Yang, Y., & Worden, M. S. (2004). Evidence of developmental differences in implicit sequence learning: An fMRI study of children and adults. Journal of Cognitive Neuroscience, 16(8), 1339–1351. https://doi.org/10.1162/0898929042304688
  • Ullman, M. T. (2001). The declarative/procedural model of lexicon and grammar. Journal of Psycholinguistic Research, 30(1), 39–69. https://doi.org/10.1023/A:1005204207369
  • Ullman, M. T. (2016). The declarative/procedural model: A neurobiological model of language learning, knowledge, and use. Neurobiology of Language, 953–968. Academic Press. Hickok, G & Small, S. L. http://dx.doi.org/10.1016/B978-0-12-407794-2.00076-6.
  • Wilhelm, I., Diekelmann, S., & Born, J. (2008). Sleep in children improves memory performance on declarative but not procedural tasks. Learning & Memory, 15(5), 373–377. https://doi.org/10.1101/lm.803708
  • Wilhelm, I., Metzkow-Mészàros, M., Knapp, S., & Born, J. (2012). Sleep-dependent consolidation of procedural motor memories in children and adults: The pre-sleep level of performance matters. Developmental Science, 15(4), 506–515. https://doi.org/10.1111/j.1467-7687.2012.01146.x
  • Wright, B. A., Baese-Berk, M. M., Marrone, N., & Bradlow, A. R. (2015). Enhancing speech learning by combining task practice with periods of stimulus exposure without practice. The Journal of the Acoustical Society of America, 138(2), 928–937. https://doi.org/10.1121/1.4927411
  • Wright, B. A., & Sabin, A. T. (2007). Perceptual learning: How much daily training is enough? Experimental Brain Research, 180(4), 727–736. https://doi.org/10.1007/s00221-007-0898-z
  • Wright, B. A., Wilson, R. M., & Sabin, A. T. (2010). Generalization lags behind learning on an auditory perceptual task. Journal of Neuroscience, 30(35), 11635–11639. https://doi.org/10.1523/JNEUROSCI.1441-10.2010
  • Zaltz, Y., Ari-Even Roth, D., & Kishon-Rabin, L. (2010). Does feedback matter in an auditory frequency discrimination task? Journal of Basic Physiology and Pharmacology, 21(3), 241–254. doi: 10.1515/jbcpp.2010.21.3.241.
  • Zaltz, Y., Ari-Even Roth, D., & Kishon-Rabin, L. (2017). Is the role of external feedback in auditory skill learning age dependent? Journal of Speech, Language and Hearing Research, 60(12), 3656–3666. https://doi.org/10.1044/2017_JSLHR-H-16-0446
  • Zaltz, Y., Kishon-Rabin, L., Karni, A., & Ari-Even Roth, D. Practice makes transfer imperfect: Evidence from auditory learning [published online ahead of print, 2020 March 2]. Ear Hear. 2020. https://doi.org/10.1097/AUD.0000000000000860
  • Zwart, F. S., Vissers, C. T. W., Kessels, R. P., & Maes, J. H. (2019). Procedural learning across the lifespan: A systematic review with implications for atypical development. Journal of Neuropsychology, 13(2), 149–182. https://doi.org/10.1111/jnp.12139

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.