Statistical learning by 8-month-old infants.

J R Saffran; R N Aslin; E L Newport

doi:10.1126/science.274.5294.1926

Home/Archive/PubMed

PubMed · 8943209

Statistical learning by 8-month-old infants.

J R Saffran·R N Aslin·E L Newport

View original source ↗Export metadata ↓

Abstract

Learners rely on a combination of experience-independent and experience-dependent mechanisms to extract information from the environment. Language acquisition involves both types of mechanisms, but most theorists emphasize the relative importance of experience-independent mechanisms. The present study shows that a fundamental task of language acquisition, segmentation of words from fluent speech, can be accomplished by 8-month-old infants based solely on the statistical relationships between neighboring speech sounds. Moreover, this word segmentation was based on statistical learning from only 2 minutes of exposure, suggesting that infants have access to a powerful mechanism for the computation of statistical properties of the language input.

Explore related subjects

Discrimination Learning Humans Infant Language Development Learning Speech Perception Journal Article Research Support, U.S. Gov't, Non-P.H.S.Research Support, U.S. Gov't, P.H.S.

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

J R Saffran, R N Aslin, E L Newport. 1996-12-13. Statistical learning by 8-month-old infants.. https://doi.org/10.1126/science.274.5294.1926

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

A comparison of between- and within-subjects imitation designs.

Two experimental methods, which have dominated the study of declarative memory in preverbal children with imitation tasks, namely the deferred imitation and elicited imitation paradigm, differ in the amount of physical contact with test stimuli afforded infants prior to a test for long-term recall. The current study assessed effects of pre- and post-demonstration contact with test stimuli on deferred imitation of novel, single-step unrelated actions with multiple objects by 8(1/2)- and 10(1/2)-month-old infants (N=50). The rate of target action completion after a delay remained consistent at both ages across different conditions of prior contact with test stimuli. This study shows that a within-subjects baseline appraisal is valid within certain experimental parameters and offers a more economical alternative. The results show furthermore that different experimental designs utilized to assess deferred imitation are highly comparable for the first year despite differences in determining baseline.

Discrimination Learning↗

PubMed2006

Coordinate transformations in object recognition.

A basic problem of visual perception is how human beings recognize objects after spatial transformations. Three central classes of findings have to be accounted for: (a) Recognition performance varies systematically with orientation, size, and position; (b) recognition latencies are sequentially additive, suggesting analogue transformation processes; and (c) orientation and size congruency effects indicate that recognition involves the adjustment of a reference frame. All 3 classes of findings can be explained by a transformational framework of recognition: Recognition is achieved by an analogue transformation of a perceptual coordinate system that aligns memory and input representations. Coordinate transformations can be implemented neurocomputationally by gain (amplitude) modulation and may be regarded as a general processing principle of the visual cortex.

Discrimination Learning↗

PubMed2006

Classification and recognition in artificial grammar learning: Analysis of receiver operating characteristics.

In two experiments we investigated recognition and classification judgements using an artificial grammar learning paradigm. In Experiment 1, when only new test items had to be judged, analysis of z-transformed receiver operating characteristics (z-ROCs) revealed no differences between classification and recognition. In Experiment 2, where we included old test items, z-ROCs in the two tasks differed, suggesting that judgements relied on different types of information. The results are interpreted in terms of heuristics that people use when making classification and recognition judgements.

Discrimination Learning↗