title: The effects of variation on learning word order rules by adults with and without language-based learning disabilities.
abstract: Non-adjacent dependencies characterize numerous features of English syntax, including certain verb tense structures and subject-verb agreement. This study utilized an artificial language paradigm to examine the contribution of item variability to the learning of these types of dependencies. Adult subjects with and without language-based learning disabilities listened to strings of three non-words for which the first and third elements had a dependent relationship. In the low variability condition, 12 non-words occurred in the middle position, and in the high variability condition, 24 non-words occurred in this position. Non-disabled adults were able to learn the non-adjacent contingencies and generalize the underlying structure to new strings, but only when variability was high. Adults with language-based learning disabilities did not perform above chance levels under either variability condition. Thus, this group showed poor sensitivity to statistical information in speech input that both infants and non-disabled adults are known to track.
  
  
  OBJECTIVE
  As a result of this activity, the reader will: (1) understand the advantages of using an artificial language to investigate language learning; (2) become familiar with a paradigm for studying the rapid learning of syntactic contingencies; (3) comprehend how the ability to map language structure differs for non-disabled adults and adults with a history of language/learning disability as a function of variability in the input the listener receives.
authors.affiliation: Department of Speech, Language, & Hearing Sciences, The University of Arizona, 1131 E Second St., Tucson, AZ 85721-0071, USA.
authors.forename: Hope
authors.initials: H
authors.lastname: Grunow
authors.forename: Tammie J
authors.initials: TJ
authors.lastname: Spaulding
authors.forename: Rebecca L
authors.initials: RL
authors.lastname: Gómez
authors.forename: Elena
authors.initials: E
authors.lastname: Plante
mesh_terms: D000293:Adolescent; D000328:Adult; D016022:Case-Control Studies; D003463:Cues; D004292:Dominance, Cerebral; D005260:Female; D006801:Humans; D007806:Language Disorders / Q000209:etiology / Q000503:physiopathology*; D007858:Learning; D007859:Learning Disabilities / Q000503:physiopathology*; D008297:Male; D014706:Verbal Learning; D014825:Vocabulary