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Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?

Individual variability of cognitive factors in second language (L2) grammar learning has long been the focus in the field of L2 acquisition. Most explored the issue by focusing on one factor like cognitive control, working memory, statistical learning (SL), or attention. Few investigated the topic b...

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Autores principales: Chen, Yao, Li, Li, Wang, Mengxing, Wang, Ruiming
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9333089/
https://www.ncbi.nlm.nih.gov/pubmed/35910975
http://dx.doi.org/10.3389/fpsyg.2022.943988
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author Chen, Yao
Li, Li
Wang, Mengxing
Wang, Ruiming
author_facet Chen, Yao
Li, Li
Wang, Mengxing
Wang, Ruiming
author_sort Chen, Yao
collection PubMed
description Individual variability of cognitive factors in second language (L2) grammar learning has long been the focus in the field of L2 acquisition. Most explored the issue by focusing on one factor like cognitive control, working memory, statistical learning (SL), or attention. Few investigated the topic by taking all these factors into consideration. However, different factors might interact and collaboratively contribute to the learning process. Examining the issue by considering all the factors might yield different results and facilitate our understanding of the mechanism subserving L2 grammar learning. Therefore, this study explored whether and how these factors predicted L2 grammar learning. A total of 34 college students completed a set of cognitive measurements on these cognitive factors, after which they were trained with artificial grammar over 5 consecutive days. Using multiple regression analysis and machine learning algorithms, we found that in the initial phase, SL was the more significant predictor, whereas in the intermediate and the last phases, cognitive control served as the more significant predictor. In other words, in the initial phase of L2 grammar learning, SL might play an important role, whereas in the intermediate and proficient phase, the updating component of cognitive control might play a more significant role. The findings provided empirical evidence to the neurocognitive account of grammar learning, shedding light on the mechanism of L2 grammar learning.
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spelling pubmed-93330892022-07-29 Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention? Chen, Yao Li, Li Wang, Mengxing Wang, Ruiming Front Psychol Psychology Individual variability of cognitive factors in second language (L2) grammar learning has long been the focus in the field of L2 acquisition. Most explored the issue by focusing on one factor like cognitive control, working memory, statistical learning (SL), or attention. Few investigated the topic by taking all these factors into consideration. However, different factors might interact and collaboratively contribute to the learning process. Examining the issue by considering all the factors might yield different results and facilitate our understanding of the mechanism subserving L2 grammar learning. Therefore, this study explored whether and how these factors predicted L2 grammar learning. A total of 34 college students completed a set of cognitive measurements on these cognitive factors, after which they were trained with artificial grammar over 5 consecutive days. Using multiple regression analysis and machine learning algorithms, we found that in the initial phase, SL was the more significant predictor, whereas in the intermediate and the last phases, cognitive control served as the more significant predictor. In other words, in the initial phase of L2 grammar learning, SL might play an important role, whereas in the intermediate and proficient phase, the updating component of cognitive control might play a more significant role. The findings provided empirical evidence to the neurocognitive account of grammar learning, shedding light on the mechanism of L2 grammar learning. Frontiers Media S.A. 2022-07-14 /pmc/articles/PMC9333089/ /pubmed/35910975 http://dx.doi.org/10.3389/fpsyg.2022.943988 Text en Copyright © 2022 Chen, Li, Wang and Wang. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Chen, Yao
Li, Li
Wang, Mengxing
Wang, Ruiming
Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title_full Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title_fullStr Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title_full_unstemmed Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title_short Which Cognitive Factors Predict L2 Grammar Learning: Cognitive Control, Statistical Learning, Working Memory, or Attention?
title_sort which cognitive factors predict l2 grammar learning: cognitive control, statistical learning, working memory, or attention?
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9333089/
https://www.ncbi.nlm.nih.gov/pubmed/35910975
http://dx.doi.org/10.3389/fpsyg.2022.943988
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