title: Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning.
abstract: Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success.
authors.affiliation: The MARCS Institute for Brain, Behaviour and Development, Western Sydney University, Sydney, Australia.
authors.forename: Mark
authors.identifier: http://orcid.org/0000-0001-7735-573X
authors.initials: M
authors.lastname: Antoniou
authors.affiliation: Department of Veterans Affairs Northern California Heath Care System, Davis, California, United States of America.
authors.forename: Marc
authors.initials: M
authors.lastname: Ettlinger
authors.affiliation: Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Shatin, Hong Kong SAR.|Brain and Mind Institute, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong SAR.
authors.forename: Patrick C M
authors.initials: PC
authors.lastname: Wong
mesh_terms: D000293:Adolescent; D000328:Adult; D005260:Female; D006801:Humans; D007803:Language Arts; D008297:Male; D008570:Memory, Short-Term / Q000502:physiology*; D013663:Teaching