{"pk":29601,"title":"Personality Traits Moderate the Relationship between Statistical Learning Abilityand Second-Language Learners’ Sentence Comprehension","subtitle":null,"abstract":"An accumulating body of evidence has demonstrated a tightcoupling between individual differences (ID) in statisticallearning ability (SL) and variation in language performancein child and adult native speaker populations, with some ini-tial evidence that this coupling extends to second language(L2) speakers. However, surprisingly little work has been con-ducted to assess potential interactions between SL and otherexperience-related and affective ID factors. Using a within-subjects design embedded in an ID framework, the presentstudy attempts to fill this gap by investigating whether the im-pact of SL ability on language is moderated by individual dif-ferences in personality traits and the amount of experience anindividual has had with the L2. The results of the study re-vealed a complex interplay between ID factors and variationin L2 comprehension of different types of complex sentencesindicating that the effect of SL ability on language comprehen-sion is moderated by personality traits.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"language comprehension; second language learn-ing and processing; statistical learning; personality"}],"section":"Poster Session 1","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1vw282qj","frozenauthors":[{"first_name":"Elma","middle_name":"","last_name":"Kerz","name_suffix":"","institution":"RWTH Aachen University","department":""},{"first_name":"Daniel","middle_name":"","last_name":"Wiechmann","name_suffix":"","institution":"University of Amsterdam","department":""},{"first_name":"Tandis","middle_name":"","last_name":"Silkens","name_suffix":"","institution":"RWTH Aachen University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2020-01-01T23:30:00+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/29601/galley/19460/download/"}]}