Browsing by Author "Qi, Zhenghan"

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    Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools
    (2023-02-22) Zinszer, Benjamin; Hannon, Joelle; Kouadio, Élise; AKPE, Yapo Hermann; Tanoh, Fabrice; Hu, Anqi; Qi, Zhenghan; Jasińska, Kaja
    Statistical learning (SL) is a learning mechanism that does not directly depend on knowledge of a language, but predicts language and literacy outcomes for children and adults. Research linking SL and literacy has not addressed children who first learn to read in their second language (L2), common in primary schools worldwide. Several studies have linked SL with childhood literacy in Australia, China, Europe, and the U.S., and we pre-registered an adaptation for Côte d’Ivoire, where students are educated in French and speak a local language at home. Recruiting 117 sixth- graders from primary schools in several villages, we tested for correlations >0.3 between SL and literacy with 80-90% power. We found no evidence for these correlations, but visual SL was correlated with L2 phonological awareness. Although this finding may suggest a role of SL in emergent L2 skills, it underscores the need to include L2 acquisition contexts in literacy research.
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    La segmentation non linguistique permet-elle de prédire l'alphabétisation dans un enseignement en seconde langue (L2) ? L'apprentissage statistique dans les écoles primaires ivoiriennes
    (2023-06-16) Zinszer, Benjamin; Hannon, Joelle; Kouadio, Aya, Élise; Akpé, Hermann; Tanoh, Fabrice; Hu, Anqi; Qi, Zhenghan; Jasińskaf, Kaja
    L’Apprentissage Statistique (SL) est un mécanisme d’apprentissage qui ne dépend pas directement de la connaissance d’une langue, mais prédit des résultats de langage et d’alphabétisation pour enfants et adultes. Les recherches liant l’apprentissage statistique et alphabétisation n’ont pas concerné les enfants qui apprennent pour la première fois à lire dans leur seconde langue (L2), commune dans les écoles primaires à travers le monde entier. Plusieurs études ont établi un lien entre la seconde langue et l’alphabétisation des enfants en Australie, en Chine, en Europe, et les États Unis., et nous avons préenregistré une adaptation pour la Côte d’Ivoire, où des enfants sont scolarisés en français et parlent une langue locale à la maison. Après avoir recruté 117 élèves en classe de CM2 des écoles primaires de plusieurs villages, nous avons fait le test pour des corrélations supérieures à 0,3 entre la langue maternelle et alphabétisation avec un taux allant de 80 et 90%. Nous n’avons trouvé aucune preuve pour ces corrélations, mais l’apprentissage statistique visuel (VSL) a été corrélé avec la conscience phonologique en seconde langue (L2). Bien que ce résultat puisse suggérer un rôle de la seconde langue dans les compétences émergentes en seconde langue (L2), il souligne la nécessité d'inclure les contextes d'acquisition de la seconde langue (L2) dans la recherche sur l'alphabétisation. Cet article est une traduction de : "Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools" https://osf.io/preprints/africarxiv/fg8s9/
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    Statistical learning in children's emergent L2 literacy: Cross-cultural insights from rural Côte d'Ivoire
    (2020-08-30) Zinszer, Benjamin; Hannon, Joelle; Hu, Anqi; Kouadio, Aya, Élise; Akpe, Yapo, Hermann; Tanoh, Fabrice; Wang, Madeleine; Qi, Zhenghan; Jasińska, Kaja
    Studies of non-linguistic statistical learning (SL) have often linked performance in SL tasks with differences in language outcomes. Most of these studies have focused on Western and high-income educational contexts, but children worldwide learn in radically different educational systems and communities, and often in a second language. In the west African nation of Côte d’Ivoire, children enter fifth grade (CM-1) with widely varying ages and literacy skills. Across three iteratively-developed experiments, 157 children, age 8-15 years, in rural communities in the greater-Adzópe region of Côte d’Ivoire watched sequences of cartoon images with embedded triplet patterns on touchscreen tablets, while performing a target-detection task. We assessed these tablet-based adaptations of non-linguistic visual SL and asked whether the children’s individual differences in performance on the SL tasks were related to their first and second language and literacy skills. We found group-level evidence that children used the statistical regularities in the image sequence to gradually decrease their response times, but their responses on post-test discrimination did not reflect this learning. When evaluating the correlation between SL and language skills, individual differences related to other task demands predicted oral language skills shared by first and second languages, while SL better predicted second language print skills. These findings suggest that non-linguistic SL paradigms can measure similar skills in Ivorian children as previous samples, but they also echo recent calls for further cross-cultural validation, greater internal reliability, and tests for confounding variables (such as processing speed) in studies of individual differences in statistical learning.