Books by Patrick Rebuschat
This special issue brings together leading researchers in psychology, linguistics and cognitive n... more This special issue brings together leading researchers in psychology, linguistics and cognitive neuroscience in order to assess the progress made, and future directions to take, in the investigation of implicit and explicit language learning. It is intended as a ten-year follow-up to the special issue edited by Jan Hulstijn and Rod Ellis, Studies in Second Language Acquisition, 27(2).
The special issue will be published in June 2015. Contributors: Sible Andringa and Maja Curcic; Catherine L. Caldwell-Harris, Alia Lancaster, D. Robert Ladd, Dan Dediu, and Morten H. Christiansen; John Williams and Albertyina Paciorek; Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, and Nicole Ziegler; Kara Morgan-Short, Patrick Wong, Francis Wong, Zhizhou Deng, and Mandy Faretta; Aline Godfroid, Shawn Loewen, Sehoon Jung, Ji-Hyun Park, Susan Gass and Rod Ellis; Sarah Grey and Kaitlyn Tagarelli.
Implicit learning is a fundamental feature of human cognition. Many essential skills, including l... more Implicit learning is a fundamental feature of human cognition. Many essential skills, including language comprehension and production, intuitive decision making, and social interaction, are largely dependent on implicit (unconscious) knowledge. Given its relevance, it is not surprising that the study of implicit learning plays a central role in the cognitive sciences. The present volume brings together eminent researchers from a variety of fields (e.g., cognitive psychology, linguistics, education, cognitive neuroscience, developmental psychology) in order to assess the progress made in the study of implicit and explicit learning, to critically evaluate key concepts and methodologies, and to determine future directions to take in this interdisciplinary enterprise. The eighteen peer-reviewed chapters in this volume are written in an accessible and engaging fashion; together, they provide the reader with a comprehensive snapshot of the exciting current work on the implicit and explicit learning of languages.
Contributors: Laura Bartlett-Hsu, Nick Chater, Morten H. Christiansen, Axel Cleeremans, Christopher M. Conway, Arnaud Destrebecqz, Nick C. Ellis, Rod Ellis, Mandy Faretta-Stutenberg, Chip Gerfen, Aline Godfroid, Jaemyung Goo, Gisela Granena, Sarah Grey, Jan H. Hulstijn, Ilina Kachinske, Ronald P. Leow, Mike Long, Kara Morgan-Short, Miguel Novella, Luca Onnis, Peter Osthus, Albertyna Paciorek, Pierre Perruchet, Tim Poepsel, Emmanuel Pothos, Bénédicte Poulin-Charronat, Patrick Rebuschat, Andrea Révész, Karen Roehr-Brackin, John Rogers, Jason Rothman, Cristina Sanz, Katya Solovyeva, Bill VanPatten, Anne M. Walk, Daniel J. Weiss, John N. Williams, Paula Winke, Yucel Yilmaz, Eleni Ziori. And Arthur Reber (Preface).
The volume will provide a comprehensive synthesis of implicit learning research in the fields of ... more The volume will provide a comprehensive synthesis of implicit learning research in the fields of cognitive psychology and applied linguistics.
This volume brings together contributors from cognitive psychology, theoretical and applied lingu... more This volume brings together contributors from cognitive psychology, theoretical and applied linguistics, as well as computer science, in order to assess the progress made in statistical learning research and to determine future directions. An important objective is to critically examine the role of statistical learning in language acquisition. While most contributors agree that statistical learning plays a central role in language acquisition, they have differing views. This book will promote the development of the field by fostering discussion and collaborations across disciplinary boundaries.
Contributors: Athea Bauernschmidt, Christopher Conway, Morten Christiansen, Zoltán Dienes, Nick Ellis, Judit Gervain, Kalim Gonzales, Michael Goldstein, Michelle Gremp, Rebecca Gomez, Jessica Hay, Phillip Hamrick, Elizabeth Johnson, Jill Lany, Psyche Loui, Jacques Mehler, Jennifer Misyak, Daniel Navarro, Marina Nespor, Luca Onnis, Matt O’Donnell, Amy Perfors, Bénédicte Poulin-Charronat, David Pisoni, Pierre Perruchet, Patrick Rebuschat, Kenny Smith, Michelle Sandoval, Mohinish Shukla, Anne Walk, Geraint Wiggins, and John Williams. Preface by Jenny Saffran.
Contributors:
Jamshed Bharucha, Mireille Besson, Ian Cross, Meagan Curtis, Laura Dilley, Zoltan D... more Contributors:
Jamshed Bharucha, Mireille Besson, Ian Cross, Meagan Curtis, Laura Dilley, Zoltan Dienes, Nigel Fabb, W. Tecumseh Fitch, Jessica Grahn, Usha Goswami, John A. Hawkins, Morris Halle, Nina Kraus, Simon Kirby, Stefan Koelsch, Justin London, Devin McAuley, Iain Morley, Neil Myler, Steven Mithen, Aniruddh Patel, Brechtje Post, Isabelle Peretz, Kaivon Paroo, Ian Roberts, Martin Rohrmeier, Patrick Rebuschat, Daniele Schön, Erika Skoe, Elizabeth Tolbert, Bert Vaux, Leigh VanHandel, Geraint Wiggins, and John Williams.
Papers by Patrick Rebuschat
Second language Research, 2020
First language acquisition is implicit, in that explicit information about the language structure... more First language acquisition is implicit, in that explicit information about the language structure to be learned is not provided to children. Instead, they must acquire both vocabulary and grammar incrementally, by generalizing across multiple situations that eventually enable links between words in utterances and referents in the environment to be established. However, this raises a problem of how vocabulary can be acquired without first knowing the role of the word within the syntax of a sentence. It also raises practical issues about the extent to which different instructional conditions – about grammar in advance of learning or feedback about correct decisions during learning – might influence second language acquisition of implicitly experienced information about the language. In an artificial language learning study, we studied participants learning language from inductive exposure, but under different instructional conditions. Language learners were exposed to complex utterances and complex scenes and had to determine the meaning and the grammar of the language from these co-occurrences with environmental scenes. We found that learning was boosted by explicit feedback, but not by explicit instruction about the grammar of the language, compared to an implicit learning condition. However, the effect of feedback was not general across all aspects of the language. Feedback improved vocabulary, but did not affect syntax learning. We further investigated the local, contextual effects on learning, and found that previous knowledge of vocabulary within an utterance improved learning but that this was driven only by certain grammatical categories in the language. The results have implications for theories of second language learning informed by our understanding of first language acquisition as well as practical implications for learning instruction and optimal, contingent adjustment of learners’ environment during their learning.
Language Learning & Language Teaching, 2013
Consciousness and Cognition, 2011
The cognition of music, like that of language, is partly rooted in enculturative processes of imp... more The cognition of music, like that of language, is partly rooted in enculturative processes of implicit and incidental learning. Musicians and nonmusicians alike are commonly found to possess detailed implicit knowledge of musical structure which is acquired incidentally through interaction with large samples of music. This paper reports an experiment combining the methodology of artificial grammar learning with musical acquisition of melodic structure. Participants acquired knowledge of grammatical melodic structures under incidental learning conditions in both experimental and untrained control conditions. Subsequent analysis indicates a large effect of unsupervised online learning in the experimental and control group throughout the course of the testing phase suggesting an effective ongoing learning process. Musicians did not outperform nonmusicians, indicating that musical expertise is not advantageous for the learning of a new, unfamiliar melodic system. Confidence ratings suggest that participants became aware of the knowledge guiding their classification performance despite the incidental learning conditions.
Applied Psycholinguistics
This study set out to test the degree to which second language inflectional morphology can be acq... more This study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.
Implicit and explicit learning of languages, 2015
This file contains Arthur Reber's foreword as well as the introduction to the forthcoming volume ... more This file contains Arthur Reber's foreword as well as the introduction to the forthcoming volume on Implicit and Explicit Learning of Languages.
Replications of Williams’s (2005) study on learning without awareness have resulted in conflictin... more Replications of Williams’s (2005) study on learning without awareness have resulted in conflicting findings (Hama and Leow, 2010; Faretta-Stutenberg & Morgan-Short, 2011; Rebuschat, Hamrick, Sachs, Riestenberg, & Ziegler, 2013), perhaps in part due to differences in how awareness has been measured. The present replication addresses this possibility directly by triangulating data from three awareness measures: concurrent verbal reports (think-aloud protocols), retrospective verbal reports (post-exposure interviews), and subjective measures (confidence ratings and source attributions). Participants were exposed to an artificial determiner system under incidental learning conditions. One experimental group thought aloud during training, another thought aloud during training and post-testing, and a third remained silent, as did a trained control group. All participants provided confidence ratings and source attributions on test items and were interviewed following the post-test. Comparisons of awareness classifications according to the think-aloud protocols and post-test interviews shed light on the conflicting findings previously reported in the literature and highlight important methodological issues in implicit and explicit learning research. For example, source attributions revealed the existence of implicit knowledge even in the presence of explicit knowledge (see also Hamrick & Rebuschat, 2012, 2013; Rebuschat, 2008, Expt. 6). However, it was also found that both subjective measures and think-aloud protocols were reactive.
To appear in P. Rebuschat (Ed.). Implicit and Explicit Learning of Languages. John Benjamins.
Second language learning outcomes are highly variable, due to a variety of factors, including ind... more Second language learning outcomes are highly variable, due to a variety of factors, including individual differences, exposure conditions, and linguistic complexity. However, exactly how these factors interact to infl uence language learning is unknown. This article examines the relationship between these three variables in language learners. Native English speakers were exposed to an artifi cial language containing three sentence patterns of varying linguistic complexity. They were randomly assigned to two groups-incidental and instructed-designed to promote the acquisition of implicit and explicit knowledge, respectively. Learning was assessed with a grammaticality NOTE 1. Participants also completed a nonword repetition task and a Stroop task, which are beyond the scope of this article.
We investigated whether learning of word order and morphological case interacts with three indivi... more We investigated whether learning of word order and morphological case interacts with three individual differences: phonological working memory, learning styles, and personality. Thirty-six participants engaged with a semi-artificial language during incidental exposure. Learning was assessed by acceptability judgment and picture-matching tasks immediately after exposure and two weeks later. Participants also completed learning style and personality surveys as well as two assessments of phonological working memory. The immediate results showed a significant learning effect on acceptability judgment only. No relationships were found for phonological working memory though effects did emerge for the extraversion personality trait and several learning styles. At delayed testing, results showed maintenance of learning on acceptability judgment and significant improvement on picture-matching. At delayed testing no relationships between performance and individual differences were found. Overall, the results indicate that language learning under incidental exposure is durable and is not strongly constrained by individual differences tested here.
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Books by Patrick Rebuschat
The special issue will be published in June 2015. Contributors: Sible Andringa and Maja Curcic; Catherine L. Caldwell-Harris, Alia Lancaster, D. Robert Ladd, Dan Dediu, and Morten H. Christiansen; John Williams and Albertyina Paciorek; Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, and Nicole Ziegler; Kara Morgan-Short, Patrick Wong, Francis Wong, Zhizhou Deng, and Mandy Faretta; Aline Godfroid, Shawn Loewen, Sehoon Jung, Ji-Hyun Park, Susan Gass and Rod Ellis; Sarah Grey and Kaitlyn Tagarelli.
Contributors: Laura Bartlett-Hsu, Nick Chater, Morten H. Christiansen, Axel Cleeremans, Christopher M. Conway, Arnaud Destrebecqz, Nick C. Ellis, Rod Ellis, Mandy Faretta-Stutenberg, Chip Gerfen, Aline Godfroid, Jaemyung Goo, Gisela Granena, Sarah Grey, Jan H. Hulstijn, Ilina Kachinske, Ronald P. Leow, Mike Long, Kara Morgan-Short, Miguel Novella, Luca Onnis, Peter Osthus, Albertyna Paciorek, Pierre Perruchet, Tim Poepsel, Emmanuel Pothos, Bénédicte Poulin-Charronat, Patrick Rebuschat, Andrea Révész, Karen Roehr-Brackin, John Rogers, Jason Rothman, Cristina Sanz, Katya Solovyeva, Bill VanPatten, Anne M. Walk, Daniel J. Weiss, John N. Williams, Paula Winke, Yucel Yilmaz, Eleni Ziori. And Arthur Reber (Preface).
Contributors: Athea Bauernschmidt, Christopher Conway, Morten Christiansen, Zoltán Dienes, Nick Ellis, Judit Gervain, Kalim Gonzales, Michael Goldstein, Michelle Gremp, Rebecca Gomez, Jessica Hay, Phillip Hamrick, Elizabeth Johnson, Jill Lany, Psyche Loui, Jacques Mehler, Jennifer Misyak, Daniel Navarro, Marina Nespor, Luca Onnis, Matt O’Donnell, Amy Perfors, Bénédicte Poulin-Charronat, David Pisoni, Pierre Perruchet, Patrick Rebuschat, Kenny Smith, Michelle Sandoval, Mohinish Shukla, Anne Walk, Geraint Wiggins, and John Williams. Preface by Jenny Saffran.
Jamshed Bharucha, Mireille Besson, Ian Cross, Meagan Curtis, Laura Dilley, Zoltan Dienes, Nigel Fabb, W. Tecumseh Fitch, Jessica Grahn, Usha Goswami, John A. Hawkins, Morris Halle, Nina Kraus, Simon Kirby, Stefan Koelsch, Justin London, Devin McAuley, Iain Morley, Neil Myler, Steven Mithen, Aniruddh Patel, Brechtje Post, Isabelle Peretz, Kaivon Paroo, Ian Roberts, Martin Rohrmeier, Patrick Rebuschat, Daniele Schön, Erika Skoe, Elizabeth Tolbert, Bert Vaux, Leigh VanHandel, Geraint Wiggins, and John Williams.
Papers by Patrick Rebuschat
The special issue will be published in June 2015. Contributors: Sible Andringa and Maja Curcic; Catherine L. Caldwell-Harris, Alia Lancaster, D. Robert Ladd, Dan Dediu, and Morten H. Christiansen; John Williams and Albertyina Paciorek; Patrick Rebuschat, Phillip Hamrick, Rebecca Sachs, Kate Riestenberg, and Nicole Ziegler; Kara Morgan-Short, Patrick Wong, Francis Wong, Zhizhou Deng, and Mandy Faretta; Aline Godfroid, Shawn Loewen, Sehoon Jung, Ji-Hyun Park, Susan Gass and Rod Ellis; Sarah Grey and Kaitlyn Tagarelli.
Contributors: Laura Bartlett-Hsu, Nick Chater, Morten H. Christiansen, Axel Cleeremans, Christopher M. Conway, Arnaud Destrebecqz, Nick C. Ellis, Rod Ellis, Mandy Faretta-Stutenberg, Chip Gerfen, Aline Godfroid, Jaemyung Goo, Gisela Granena, Sarah Grey, Jan H. Hulstijn, Ilina Kachinske, Ronald P. Leow, Mike Long, Kara Morgan-Short, Miguel Novella, Luca Onnis, Peter Osthus, Albertyna Paciorek, Pierre Perruchet, Tim Poepsel, Emmanuel Pothos, Bénédicte Poulin-Charronat, Patrick Rebuschat, Andrea Révész, Karen Roehr-Brackin, John Rogers, Jason Rothman, Cristina Sanz, Katya Solovyeva, Bill VanPatten, Anne M. Walk, Daniel J. Weiss, John N. Williams, Paula Winke, Yucel Yilmaz, Eleni Ziori. And Arthur Reber (Preface).
Contributors: Athea Bauernschmidt, Christopher Conway, Morten Christiansen, Zoltán Dienes, Nick Ellis, Judit Gervain, Kalim Gonzales, Michael Goldstein, Michelle Gremp, Rebecca Gomez, Jessica Hay, Phillip Hamrick, Elizabeth Johnson, Jill Lany, Psyche Loui, Jacques Mehler, Jennifer Misyak, Daniel Navarro, Marina Nespor, Luca Onnis, Matt O’Donnell, Amy Perfors, Bénédicte Poulin-Charronat, David Pisoni, Pierre Perruchet, Patrick Rebuschat, Kenny Smith, Michelle Sandoval, Mohinish Shukla, Anne Walk, Geraint Wiggins, and John Williams. Preface by Jenny Saffran.
Jamshed Bharucha, Mireille Besson, Ian Cross, Meagan Curtis, Laura Dilley, Zoltan Dienes, Nigel Fabb, W. Tecumseh Fitch, Jessica Grahn, Usha Goswami, John A. Hawkins, Morris Halle, Nina Kraus, Simon Kirby, Stefan Koelsch, Justin London, Devin McAuley, Iain Morley, Neil Myler, Steven Mithen, Aniruddh Patel, Brechtje Post, Isabelle Peretz, Kaivon Paroo, Ian Roberts, Martin Rohrmeier, Patrick Rebuschat, Daniele Schön, Erika Skoe, Elizabeth Tolbert, Bert Vaux, Leigh VanHandel, Geraint Wiggins, and John Williams.
In this talk, I will review a series of experiments that investigated the implicit and explicit learning of second language (L2) syntax. The experiments addressed questions such as the following: Is there implicit learning in the case of L2 acquisition? If so, how is this knowledge represented in the mind (rules, patterns, chunks...)? How do task instructions affect implicit and explicit L2 learning? Is there an implicit-explicit interface? And what is the role of individual differences (e.g. working memory capacity), in the implicit and explicit learning of languages?
Results showed a significant learning effect on the acceptability judgment task but no significant effect for the picture-matching task. Subjects knew what word order patterns were licensed in Japlish and what type of morphological markers could occur (e.g.,-ga). However, they had not associated the specific markers with their respective functions (e.g., -o for direct objects). There were no differences between the two groups on either task, indicating that learning was unaffected by prior experience. For personality traits, results indicate a significant negative correlation between accuracy on the acceptability judgment task and extraversion. Finally, significant correlations were found between acceptability judgment accuracy and several factors indexing learning style. Positive correlations were found for introversion, concrete-sequential, deductive, and reflective learning styles; negative correlations were found for inductive, impulsive, and literal learning styles. These correlations indicate an important role for learning style and L3 learning under incidental learning conditions. The results will be discussed in terms of their relevance for future research and classroom practice.
Conversation group interactions were analyzed in terms of the occurrence of peer feedback, while the oral tests were coded for lexical and syntactic complexity and fluency, including C-units and clauses, percentage of errorfree clauses, and reformulations and pauses (Derwing, Munro, Thomson, & Rossiter, 2009; Robinson, 2005; Rossiter, Derwing, Manimtim, & Thomson, 2010; Skehan & Foster, 1999). Implications of the findings will be discussed in terms of the learning outcomes provided through naturalistic interaction and suggestions for the design and implementation of conversation groups.
The focus will be on research produced within cognitive psychology (especially Artificial Grammar Learning), developmental psychology (especially statistical learning), applied linguistics, music cognition, and computer science.
There are two goals for this module. The first goal is to introduce you to key findings and central debates in the cognitive study of bilingualism. The second goal is to provide you with the tools to critically examine the existing literature. The lectures will provide you with the “big picture”, i.e. central topics are summarized, important studies discussed and open questions outlined. In the tutorials, we discuss key studies in detail and reflect on methodologies, results and implications.
Aims:
1. to review the core components of grammar
2. to discuss different approaches to grammar (generativist vs. usage-based)
3. to outline how grammar is acquired and processed by the mind/brain.
4. to provide students with the tools to understand the existing literature.
The event will take place over two days. The first day (June 10) will consist of two hands-on workshops on the use of eye-tracking and electroencephalography (EEG) to investigate the cognitive and neural bases underlying implicit and explicit learning/knowledge. The second day (June 11) will feature three keynote talks and four invited paper presentations by eminent researchers. There are no additional slots for paper presentations, but we will organize a poster session with space for 20 presentations.
Confirmed speakers:
Sible Andringa (University of Amsterdam)
Panos Athanasopoulos (Lancaster University)
Zoltan Dienes (University of Sussex)
Aline Godfroid (Michigan State University)
Kara Morgan-Short (University of Illinois, Chicago)
John Williams (University of Cambridge)
Elizabeth Wonnacott (University College London)
Workshop instructors:
Aline Godfroid (Michigan State University, eye-tracking)
Kara Morgan-Short (University of Illinois, Chicago, EEG/ERP)
The organizers are grateful to the European Second Language Association (EuroSLA) and to the Department of Language and Linguistics, Lancaster University, for the financial support.
The symposium will consist of five talks, followed by a brief general discussion. Each talk approaches the symposium topic from a highly innovative and interdisciplinary angle. Christiansen and Misyak focus on individual differences in implicit language learning, while Rebuschat concentrates on the role of implicit and explicit learning in second language (L2) acquisition. François and Schön’s work demonstrates the impressive effect of musical practice on the implicit learning of linguistic structure, while the last two talks, by Dienes and colleagues and by Rohrmeier and Widdess, focus on the implicit learning of Chinese tonal poetry and of syntactic features of North Indian music, respectively. These last two studies reflect a particularly important trend in implicit learning research towards the use of more ecologically-valid stimuli. In addition to introducing novel and exciting subject areas, the research discussed in this symposium also reflects the strong tendency, within cognitive science, for methodological diversification. The talks will discuss data from behavioral and neurophysiological experiments as well as results of computational modeling.
Talks:
- Morten H. Christiansen and Jennifer B. Misyak: Individual differences in implicit statistical learning and language
- Patrick Rebuschat: Implicit and explicit learning of L2 syntax
- Zoltan Dienes, Xiuyan Guo, Shan Jiang, and Feifei Li: Implicit learning of symmetries in tonal language
- Clément François and Daniele Schön: Implicit learning of linguistic structures and the effect of musical practice
- Martin Rohrmeier and Richard Widdess: Implicit learning of musical grammar: The acquisition of North Indian music
Keynote speakers:
- Vyvyan Evans (Bangor)
- Gilles Fauconnier (UCSD)
- Adele Goldberg (Princeton)
- James Pustejovsky (Brandeis)
Teaching faculty:
- Benjamin Bergen (UCSD)
- Silke Brandt (Lancaster)
- Alan Cienki (Amsterdam)
- Ewa Dabrowska (Northumbria)
- Christopher Hart (Northumbria)
- Willem Hollmann (Lancaster)
- June Luchjenbroers (Bangor)
- Laura Michaelis (Colorado)
- Aliyah Morgenstern (Paris)
- Koen Plevoets (Ghent)
- Patrick Rebuschat (Bangor)
- Martin Rohrmeier (MIT)
- Gabriella Rundblad (London)
- Christopher Shank (Bangor)
- Remi van Trijp (Paris)
- Luc Steels (Brussels)
- Thora Tenbrink (Bangor)
- Alan Wallington (Bangor)
This event provides a unique opportunity for students and researchers to get a snapshot of the exciting work done in cognitive linguistics and to discuss their research. It is also a wonderful opportunity to visit North Wales and to enjoy some of the most beautiful landscapes and historical sites in the United Kingdom.
Keynote speakers: Colin Baker (Bangor University), Harald Clahsen (University of Potsdam), David Crystal, Vyv Evans (Bangor University)
Invited teaching faculty:
Robert DeKeyser (University of Maryland), Cheryl Frenck-Mestre (Aix-Marseille University), Ofelia Garcia (City University of New York), Fred Genesee (McGill University), Peter Indefrey (University of Düsseldorf), Theo Marinis (University of Reading), Detmar Meurers (University of Tübingen), Bonnie D. Schwartz (University of Hawaii and Radboud University, Nijmegen), John Williams (University of Cambridge), Sally Baker, Vicky Chondrogianni, Jessica Clapham, M. Carmen Parafita Couto, Peredur Davies, Margaret Deuchar, Andrew Edwards, Anwei Feng, Rhian Hodges, Bryn Jones, Jan-Rouke Kuipers, Gwyn Lewis, Patrick Rebuschat, Lowri Rees, Eirini Sanoudaki, Marco Tamburelli, Guillaume Thierry, Enlli Thomas, Mari Wiliam, Yanjing Wu (all Bangor University)
This symposium focuses on music learning and processing and will feature perspectives from cognitive neuroscience, experimental psychology, computational modeling, linguistics, and musicology. The objective is to bring together researchers from different research fields and traditions in order to discuss the progress made, and future directions to take, in the interdisciplinary study of music cognition. The symposium also aims to illustrate how closely the area of music cognition is linked to topics and debates in the cognitive sciences.
Talks:
- Henkjan Honing: Beat induction: uniquely human and music specific?
- Martin Rohrmeier and Patrick Rebuschat: Implicit learning of music and language
- Psyche Loui: Neural correlates of new music learning
- Geraint A. Wiggins, Marcus T. Pearce, Daniel Müllensiefen: Computer Modelling of Music Cognition
The key issues to be addressed in this workshop are:
- How can human statistical learning be formally characterised?
- What are the constraints on statistical learning?
- What cognitive factors influence statistical learning (e.g., attention and memory)?
- What brain systems and neurobiological mechanisms underlie human statistical learning?
- How adequate is the statistical learning approach as an account of first and second language acquisition?
The conference is structured around four core areas in which the collaboration between music and language has proven to be particularly fruitful:
(1) Structural comparisons between language and music
(2) Evolution of language and music
(3) Learning and processing of language and music
(4) Neuroscience of language and music
The format of the event is designed to encourage discussion of theoretical models, empirical results, and methodological approaches to the investigation of musical and linguistic cognition. For this purpose, we have invited outstanding contributors from different research areas to serve as keynote speakers and panel discussants.
We were pleased by the unexpectedly large number of abstract submissions. What was originally planned as a one-day event has developed into a three-day international conference with six keynote speakers, thirteen panellists and over 80 paper/poster presentations. We would like to thank the members of our Scientific Committee, who diligently evaluated the submitted abstracts. We would also like to express our gratitude to the panel moderators and session chairs for their contribution.
Finally, the organization of this event would not have been possible without adequate funding. We would like to acknowledge the generous financial support of the Centre for Research in the Arts, Social Sciences and the Humanities (CRASSH), the Society for Education, Music and Psychology Research (SEMPRE), the Arts & Humanities Research Council (AHRC), the Faculty of Music and Oxford University Press. We would also like to thank Catherine Hurley, Gemma Tyler, Philippa Smith, Anna Malinowska at CRASSH as well as Susan Rolfe, Barbara Jones and Mike Franklin at RCEAL for their help in several important administrative aspects of this conference. Finally, we would like to thank the staff and students of the Centre for Music & Science and the Research Centre for English & Applied Linguistics for their assistance and support.