ÉTude De la Contribution De la Mémoire De Travail et De la Mémoire Phonologique Dans la Réalisation D'une Tâche Métasyntaxique Chez Des Enfants De Langue D'origine
Bibliographic record
Abstract
Resume L’habilete metasyntaxique , a savoir l’habilete a reflechir sur les aspects syntaxiques de la langue et a en controler deliberement l’usage (Gombert, 1988), est importante pour le developpement langagier aussi bien des enfants natifs que des enfants de langue d’origine. L’habilete metasyntaxique exige pour sa realisation l’emmagasinage et le traitement delibere de l’information verbale, impliquant theoriquement la capacite de memoire de travail et la capacite de memoire phonologique. Or, aucune etude n’a examine la relation et la contribution de ces deux capacites a l’habilete metasyntaxique aupres des enfants de langue d’origine. Dans la presente etude, nous avons examine cette relation aupres de 25 enfants de langue d’origine arabophone (âge moyen = 9 ans), scolarises en francais langue seconde. Quatre instruments ont ete utilises : une tâche de repetition de phrases asemantiques agrammaticales (asyntaxiques) pour mesurer l’habilete metasyntaxique, une tâche d’empan complexe numerique ( Oakhill, Yuill et Garnham, 2011) pour mesurer la capacite de memoire de travail, une tâche de reconnaissance de series de non-mots comme mesure de la capacite de memoire phonologique et une mesure des connaissances syntaxiques. Les resultats des regressions ont revele une unique contribution de la capacite de memoire de travail a l’habilete metasyntaxique, attestant de l’importance du controle attentionnel de la memoire de travail dans l’habilete metasyntaxique chez des enfants de langue d’origine. Abstract Metasyntactic ability , which is the ability to reflect upon, and intentionally control and manipulate syntactic aspects of language (Gombert, 1988), is believed to play an important role in language skills development among native speakers and heritage language learners. Although a substantial amount of research has described the role of metasyntactic ability in written language development, little is known about the underlying cognitive processes supporting it. Metasyntactic ability requires storage, control and manipulation of information. Thus, it is thought to tap into memory capacities, namely phonological memory capacity and working memory capacity. While some studies have looked into the relationship between each of these memories and metasyntactic ability, none has examined the relationship and contribution of both to metasyntactic ability. In the present study, we investigated this among 25 heritage language speakers of Arabic, learners of French (mean age = 9 years), living in a French-speaking environment. Three measurement instruments were used: a repetition of French asemantic ungrammatical sentences measuring metasyntactic ability; a numerical complex span task to measure the working memory capacity (Oakhill, Yuill, & Garnham, 2011); and a non-word recognition task to measure phonological memory capacity. Results from the multiple regressions revealed a significant unique contribution of working memory capacity to metasyntactic ability, providing support for the importance of the control system for metasyntactic ability among heritage language learners.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".