Statistical learning of phonotactics by children can be affected by another statistical learning task

Abstract

Children typically produce high-frequency phonotactic sequences, such as the /st/ in “toaster,” more accurately than the lower frequency /mk/ in “tomcat.” This high-frequency advantage can be simulated experimentally with a statistical learning paradigm, and when 4-year-old children are familiarized with many examples of a sequence like /mk/, they generally produce it more accurately than if they are exposed to just a few examples. Here, we sought to expand our understanding of the high-frequency advantage, but surprisingly, we instead uncovered an exception. Twenty-nine children between 4 and 5 years of age completed a phonotactic statistical learning experiment, but they also completed a separate experiment focused on statistical learning of prosodic contours. The order of the experiments was randomized, with the phonotactic statistical learning experiment occurring first for half of the children. For the children who completed the phonotactic learning experiment first, the results were consistent with previous research and a high-frequency advantage. However, children who completed the phonotactic learning experiment second produced low-frequency sequences more accurately than high-frequency sequences. There is little precedent for the latter effect, but studies of multistream statistical learning may provide some context for unpacking and extending the result.