Learners can track word-referent co-occurrences across individually-ambiguous naming events to form correct word-referent mappings, termed statistical word learning (SWL). Prior research largely focuses on learning from a single language input, where a referent co-occurs with a single word (1:1 mapping). Here, we tested adults’ SWL from a simulated bilingual environment, where one referent co-occurred with two words (2:1 mapping) and the two words were either differentiated by a linguistic cue (Mandarin lexical tones, Cued condition) or not (Uncued condition). Results showed that in the Cued condition, Chinese–English bilinguals (N = 38) outperformed Spanish–English bilinguals (N = 56) and English monolinguals (N = 55), while Spanish–English bilinguals and English monolinguals performed similarly. The three groups did not differ in the Uncued condition. Self-reported learning confidence and strategies showed limited conscious awareness of learning. Results demonstrate that familiarity with a linguistic cue boosts overall statistical word learning from bilingual input.

中文翻译：

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词汇语气作为双语输入统计单词学习的提示


学习者可以跟踪单个模糊命名事件中的单词指称共现，以形成正确的单词指称映射，称为统计单词学习（SWL）。先前的研究主要集中于从单一语言输入中学习，其中所指对象与单个单词同时出现（1:1 映射）。在这里，我们在模拟双语环境中测试了成年人的 SWL，其中一个所指对象与两个单词同时出现（2:1 映射），并且这两个单词要么通过语言提示（普通话词汇声调、提示条件）来区分（无提示条件）。结果显示，在 Cued 条件下，汉英双语者（N = 38）的表现优于西英双语者（N = 56）和英语单语者（N = 55），而西英双语者和英语单语者表现相似。三组在无提示条件下没有差异。自我报告的学习信心和策略显示学习自觉意识有限。结果表明，熟悉语言提示可以促进双语输入的整体统计单词学习。