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DTSTART:20201101T020000
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BEGIN:VEVENT
UID:16697-03337fb0599682d4e94de21f6337b79d@events.la.psu.edu
DTSTAMP:20261013T052018Z
DTSTART;TZID=America/New_York:20171027T090000
DTEND;TZID=America/New_York:20171027T103000
SUMMARY:CLS Speaker Series - Joanne Arciuli (University of Sydney) How Sensitiv
ity to Statistical Regularities Assists Children When They Are Learning
to Read
DESCRIPTION:How Sensitivity to Statistical Regularities Assists \;Ch
ildren When They Are Learning to Read\n\nI am fascinated by the myriad o
f statistical regularities in spoken and written language\, whether thes
e regularities assist the incredible feat of acquiring language\, and th
e nature of the learning mechanism(s) which might underpin sensitivity t
o these regularities. In this talk I will share my discovery of a rich s
ource of probabilistic orthographic cues to lexical stress in English an
d in other European languages. Of course\, the discovery of such regular
ities does not mean that children actually use them when learning to rea
d. Another part of my research program is devoted to investigating wheth
er these kinds of cues are used and how they are learned. I will discuss
my research on how children learn to assign lexical stress during readi
ng aloud via a triangulation of methods: corpus analysis of probabilisti
c cues to lexical stress in words that are found in children’s age-appro
priate storybooks\, behavioral testing of children aged 5-12 years of ag
e to test sensitivity to these cues\, and connectionist computational mo
deling to simulate children’s reading aloud. Broadly speaking\, it is th
ought that a form of implicit learning\, such as statistical learning\,
underpins sensitivity to these and other kinds of statistical regulariti
es when children are acquiring spoken and written language. I will discu
ss some of my research on individual differences in children’s capacity
for statistical learning and on the link between these individual differ
ences and reading ability.\n\nFor more details: https://events.la.psu.ed
u/event/cls-speaker-series-joanne-arciuli-university-of-sydney-how-sensi
tivity-to-statistical-regularities-assists-children-when-they-are-learni
ng-to-read/
X-ALT-DESC;FMTTYPE=text/html:How Sensitivity to Statistical Regularities Assists Chil
dren When They Are Learning to Read
I am fascinated by the myriad
of statistical regularities in spoken and written language, whether the
se regularities assist the incredible feat of acquiring language, and th
e nature of the learning mechanism(s) which might underpin sensitivity t
o these regularities. In this talk I will share my discovery of a rich s
ource of probabilistic orthographic cues to lexical stress in English an
d in other European languages. Of course, the discovery of such regulari
ties does not mean that children actually use them when learning to read
. Another part of my research program is devoted to investigating whethe
r these kinds of cues are used and how they are learned. I will discuss
my research on how children learn to assign lexical stress during readin
g aloud via a triangulation of methods: corpus analysis of probabilistic
cues to lexical stress in words that are found in children’s age-approp
riate storybooks, behavioral testing of children aged 5-12 years of age
to test sensitivity to these cues, and connectionist computational model
ing to simulate children’s reading aloud. Broadly speaking, it is though
t that a form of implicit learning, such as statistical learning, underp
ins sensitivity to these and other kinds of statistical regularities whe
n children are acquiring spoken and written language. I will discuss som
e of my research on individual differences in children’s capacity for st
atistical learning and on the link between these individual differences
and reading ability.
For more details: https://events.la.psu.edu/event/cls-speaker-series-joanne-arciuli
-university-of-sydney-how-sensitivity-to-statistical-regularities-assist
s-children-when-they-are-learning-to-read/
LOCATION:127 Moore Building
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