Effects of grammar complexity on artificial grammar learning

• Published in: Memory & cognition 2008-09, Vol.36 (6), p.1122-1131
• Main Authors: van den Bos, Esther, Poletiek, Fenna H.
• Format: Article
• Language: English
• Subjects: Adolescent; Adult; Association Learning; Attention; Behavioral Science and Psychology; Biological and medical sciences; Cognitive Psychology; Explicit knowledge; Female; Fundamental and applied biological sciences. Psychology; Generalization (Psychology); Grammar; Human; Humans; Learning; Learning. Memory; Linguistics; Male; Mental Recall; Psychology; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Semantics; Studies; Transfer (Psychology); Verbal Learning
• ISSN: 0090-502X; 1532-5946
• DOI: 10.3758/MC.36.6.1122

The present study identified two aspects of complexity that have been manipulated in the implicit learning literature and investigated how they affect implicit and explicit learning of artificial grammars. Ten finite state grammars were used to vary complexity. The results indicated that dependency length is more relevant to the complexity of a structure than is the number of associations that have to be learned. Although implicit learning led to better performance on a grammaticality judgment test than did explicit learning, it was negatively affected by increasing complexity: Performance decreased as there was an increase in the number of previous letters that had to be taken into account to determine whether or not the next letter was a grammatical continuation. In particular, the results suggested that implicit learning of higher order dependencies is hampered by the presence of longer dependencies. Knowledge of first-order dependencies was acquired regardless of complexity and learning mode.