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. Learning outcomes: 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.