The Impact of Adjacent-Dependencies and Staged-Input on the Learnability of Center-Embedded Hierarchical Structures

Autor/inn/en	Lai, Jun; Poletiek, Fenna H.
Titel	The Impact of Adjacent-Dependencies and Staged-Input on the Learnability of Center-Embedded Hierarchical Structures
Quelle	In: Cognition, 118 (2011) 2, S.265-273 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0277
DOI	10.1016/j.cognition.2010.11.011
Schlagwörter	Grammar; Experiments; Models; Cognitive Psychology; Training; Testing; Humanistic Education + Suchen Sie Ihr Suchwort? Grammatik; Erprobung; Analogiemodell; Kognitive Psychologie; Ausbildung; Testdurchführung; Testen; Humanistische Bildung
Abstract	A theoretical debate in artificial grammar learning (AGL) regards the learnability of hierarchical structures. Recent studies using an A[superscript n]B[superscript n] grammar draw conflicting conclusions ([Bahlmann and Friederici, 2006] and [De Vries et al., 2008]). We argue that 2 conditions crucially affect learning A[superscript n]B[superscript n] structures: sufficient exposure to zero-level-of-embedding (0-LoE) exemplars and a staged-input. In 2 AGL experiments, learning was observed only when the training set was staged and contained 0-LoE exemplars. Our results might help understanding how natural complex structures are learned from exemplars. (Contains 5 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10