Statistical learning in children's emergent L2 literacy: Cross-cultural insights from rural Côte d'Ivoire

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dc.contributor.authorZinszer, Benjamin
dc.contributor.authorHannon, Joelle
dc.contributor.authorHu, Anqi
dc.contributor.authorKouadio, Aya, Élise
dc.contributor.authorAkpe, Yapo, Hermann
dc.contributor.authorTanoh, Fabrice
dc.contributor.authorWang, Madeleine
dc.contributor.authorQi, Zhenghan
dc.contributor.authorJasińska, Kaja
dc.date.accessioned2024-03-19T10:02:02Z
dc.date.available2024-03-19T10:02:02Z
dc.date.issued2020-08-30
dc.descriptionSupplemental Materials: https://osf.io/nza7m/
dc.description.abstractStudies 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.
dc.identifier.doihttps://doi.org/10.31730/osf.io/q8k5w
dc.identifier.urihttps://africarxiv.ubuntunet.net/handle/1/957
dc.identifier.urihttps://doi.org/10.60763/africarxiv/910
dc.identifier.urihttps://doi.org/10.60763/africarxiv/910
dc.identifier.urihttps://doi.org/10.60763/africarxiv/910
dc.subjectStatistical learning
dc.subjectemergent literacy
dc.subjectCôte d’Ivoire
dc.subjectbilingualism
dc.subjecteducation
dc.titleStatistical learning in children's emergent L2 literacy: Cross-cultural insights from rural Côte d'Ivoire

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