A Hebb learning approach to developmental differences in language acquisition performance
(2015) the 19th Conference of the European Society for Cognitive Psychology — Location: Paphos, Cyprus (17.September.2015)
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- Why do children learn language more easily than adults is one of the most fundamental yet unresolved questions of science (Kennedy & Norman, 2005). The less-is-more hypothesis (Newport, 1990) proposes that children are better language learners than adults because they have less memory resources available. The current study directly addresses the less-is-more hypothesis within a theoretical framework that explains the link between memory and language acquisition, using the Hebb repetition paradigm (e.g., Szmalec, Page, & Duyck, 2012). In the Hebb paradigm, sequences of stimuli (e.g., syllables) are presented for immediate serial recall with one particular (Hebb) sequence repeated on every nth trial. Hebb repetition learning refers to the improved recall for the repeated Hebb sequence compared to nonrepeated filler sequences. Using this paradigm, we conducted a three-session experiment in which we presented auditory sequences of 9 syllables for immediate serial recall to a group of children (8-9 years old) and adults. This Hebb procedure was repeated after 4 hours and again one week later. In the initial learning session, adults outperformed children but the children showed greater saving of the syllable sequences between sessions. During session 2, 4 hours later, children and adults reached similar levels of performance and again, memory savings between sessions were greater in the children. Finally one week later, during session 3, the children outperformed the adults and thus eventually showed better long-term retention of the phonological Hebb sequences. Overall, these findings indicate that children, compared to adult, initially memorize smaller chunks of information but eventually outperform adults because they show better betweensession retention (less-is-more). In addition and also in line with the less-is-more hypothesis, we observed a negative correlation between memory span and the amount of saving between sessions. These findings are discussed in the light of sensitive periods for language acquisition.
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Szmalec, A., Smalle, E., & Bogaerts, L. (2015). A Hebb learning approach to developmental differences in language acquisition performance. the 19th Conference of the European Society for Cognitive Psychology, Paphos, Cyprus. https://hdl.handle.net/2078.5/237248