Artificial Language Learning: The Concurrent Acquisition of Word Order and Semantics Öffentlichkeit

Abstract

Artificial grammar learning (AGL) paradigms are used to test the mechanisms of language learning among adults, children, and even infants. In AGL studies, structured sequences of stimuli are taught to participants to assess how people learn syntactical rules. In order to isolate grammar learning, the traditional AGL method is to use meaningless nonsense stimuli, such as fake words or arbitrary images; however, real-world languages do not use meaningless words. Rather, the learning of real-world languages involves the simultaneous acquisition of grammar rules and word meanings, or semantics. In this study, we have added meaningful stimuli to the standard AGL paradigm in order to assess semantic learning alongside grammar learning. Over the course of 4 testing runs, English-fluent participants learned an artificial language with one of three word orders: an English word order (subject-verb-object, SVO); a widely used, non-English word order (subject-object-verb, SOV); and a rare non-English word order (object-subject-verb, OSV). Many of the participants were multilingual and familiar with at least one SOV language as well, which let us examine how varying word order familiarity affected the learning of an artificial language. No effect was observed, a finding that may be the result of a small sample size. Although the OSV group had the most difficulty learning the language, participants were able to learn the artificial language to a high level of proficiency in all word order conditions. They acquired the grammar and semantics simultaneously, but grammar learning was slower than semantic learning. Interestingly, participants’ ability to read and comprehend the language differed from their ability to produce it. The inclusion of semantics presents many important possibilities for future research on language learning and use.

Table of Contents

Introduction.................................................................................... 1

Pilot Experiment.............................................................................. 4

Principal Study................................................................................. 19

References....................................................................................... 36

About this Honors Thesis

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School	Emory College
Department	Psychology
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Psychology, General Language, Linguistics Psychology, Cognitive
Stichwort	language learning artificial grammar learning semantics statistical learning
Committee Chair / Thesis Advisor	Ben Wilson, Emory University
Committee Members	Sarah Fankhauser, Emory University Donna Maney, Emory University Philip Wolff, Emory University

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