Daniela Singh|Elizabeth Wonnacott|Anna Samara
Statistical and explicit learning of graphotactic patterns with no phonological counterpart: Evidence from an artificial lexicon study with 6–7-year-olds and adults
University College London|University of Oxford|University of Greenwich
children powerful statistical spellers showing sensitivity untaught orthographic patterns also learn novel written patterns phonological counterparts via statistical learning processes akin established spoken language acquisition unclear whether children learn written graphotactic patterns unconfounded correlated phonotactics address question inducing novel graphotactic learning incidental versus explicit conditions across three artificial lexicon experiments exposed children adults letter strings ending either singlets doublets share pronunciation eg vs ss depending preceding vowel posttests children adults incidentally generalized contextbased constraints varied complexity explicit instruction benefitted pattern generalization supporting practice teaching spelling patterns relationship explicit learning literacy scores first demonstrate statistical learning processes underlie graphotactic generalizations among developing spellers