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dc.contributor.authorSmalle, Eleonore H M
dc.contributor.authorBogaerts, Louisa
dc.contributor.authorSimonis, Morgane
dc.contributor.authorDuyck, Wouter
dc.contributor.authorPage, Michael P A
dc.contributor.authorEdwards, Martin G.
dc.contributor.authorSzmalec, Arnaud
dc.date.accessioned2016-11-09T17:25:26Z
dc.date.available2016-11-09T17:25:26Z
dc.date.issued2016-01-07
dc.identifier.citationSmalle , E H M , Bogaerts , L , Simonis , M , Duyck , W , Page , M P A , Edwards , M G & Szmalec , A 2016 , ' Can chunk size differences explain developmental changes in lexical learning? ' , Frontiers in Psychology , vol. 6 , no. JAN , 1925 . https://doi.org/10.3389/fpsyg.2015.01925
dc.identifier.issn1664-1078
dc.identifier.otherPURE: 10191217
dc.identifier.otherPURE UUID: 74a2750f-22f9-444f-b4d7-fa05e983c882
dc.identifier.otherScopus: 84958533736
dc.identifier.urihttp://hdl.handle.net/2299/17308
dc.description.abstractIn three experiments, we investigated Hebb repetition learning (HRL) differences between children and adults, as a function of the type of item (lexical vs. sub-lexical) and the level of item-overlap between sequences. In a first experiment, it was shown that when non-repeating and repeating (Hebb) sequences of words were all permutations of the same words, HRL was slower than when the sequences shared no words. This item-overlap effect was observed in both children and adults. In a second experiment, we used syllable sequences and we observed reduced HRL due to item-overlap only in children. The findings are explained within a chunking account of the HRL effect on the basis of which we hypothesize that children, compared with adults, chunk syllable sequences in smaller units. By hypothesis, small chunks are more prone to interference from anagram representations included in the filler sequences, potentially explaining the item-overlap effect in children. This hypothesis was tested in a third experiment with adults where we experimentally manipulated the chunk size by embedding pauses in the syllable sequences. Interestingly, we showed that imposing a small chunk size caused adults to show the same behavioral effects as those observed in children. Departing from the analogy between verbal HRL and lexical development, the results are discussed in light of the less-is-more hypothesis of age-related differences in language acquisition.en
dc.language.isoeng
dc.relation.ispartofFrontiers in Psychology
dc.subjectChunking
dc.subjectHebb repetition learning
dc.subjectLanguage acquisition
dc.subjectLexical development
dc.subjectWorking memory
dc.subjectPsychology(all)
dc.titleCan chunk size differences explain developmental changes in lexical learning?en
dc.contributor.institutionDepartment of Psychology and Sports Sciences
dc.contributor.institutionUniversity of Hertfordshire
dc.contributor.institutionCentre for Research in Psychology and Sport Sciences
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=84958533736&partnerID=8YFLogxK
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.3389/fpsyg.2015.01925
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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