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Non‐adjacent Dependency Learning in Humans and Other Animals
Learning and processing natural language requires the ability to track syntactic relationships between words and phrases in a sentence, which are often separated by intervening material. These nonadjacent dependencies can be studied using artificial grammar learning paradigms and structured sequence...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
John Wiley and Sons Inc.
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7496455/ https://www.ncbi.nlm.nih.gov/pubmed/32729673 http://dx.doi.org/10.1111/tops.12381 |
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author | Wilson, Benjamin Spierings, Michelle Ravignani, Andrea Mueller, Jutta L. Mintz, Toben H. Wijnen, Frank van der Kant, Anne Smith, Kenny Rey, Arnaud |
author_facet | Wilson, Benjamin Spierings, Michelle Ravignani, Andrea Mueller, Jutta L. Mintz, Toben H. Wijnen, Frank van der Kant, Anne Smith, Kenny Rey, Arnaud |
author_sort | Wilson, Benjamin |
collection | PubMed |
description | Learning and processing natural language requires the ability to track syntactic relationships between words and phrases in a sentence, which are often separated by intervening material. These nonadjacent dependencies can be studied using artificial grammar learning paradigms and structured sequence processing tasks. These approaches have been used to demonstrate that human adults, infants and some nonhuman animals are able to detect and learn dependencies between nonadjacent elements within a sequence. However, learning nonadjacent dependencies appears to be more cognitively demanding than detecting dependencies between adjacent elements, and only occurs in certain circumstances. In this review, we discuss different types of nonadjacent dependencies in language and in artificial grammar learning experiments, and how these differences might impact learning. We summarize different types of perceptual cues that facilitate learning, by highlighting the relationship between dependent elements bringing them closer together either physically, attentionally, or perceptually. Finally, we review artificial grammar learning experiments in human adults, infants, and nonhuman animals, and discuss how similarities and differences observed across these groups can provide insights into how language is learned across development and how these language‐related abilities might have evolved. |
format | Online Article Text |
id | pubmed-7496455 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | John Wiley and Sons Inc. |
record_format | MEDLINE/PubMed |
spelling | pubmed-74964552020-09-25 Non‐adjacent Dependency Learning in Humans and Other Animals Wilson, Benjamin Spierings, Michelle Ravignani, Andrea Mueller, Jutta L. Mintz, Toben H. Wijnen, Frank van der Kant, Anne Smith, Kenny Rey, Arnaud Top Cogn Sci Article Learning and processing natural language requires the ability to track syntactic relationships between words and phrases in a sentence, which are often separated by intervening material. These nonadjacent dependencies can be studied using artificial grammar learning paradigms and structured sequence processing tasks. These approaches have been used to demonstrate that human adults, infants and some nonhuman animals are able to detect and learn dependencies between nonadjacent elements within a sequence. However, learning nonadjacent dependencies appears to be more cognitively demanding than detecting dependencies between adjacent elements, and only occurs in certain circumstances. In this review, we discuss different types of nonadjacent dependencies in language and in artificial grammar learning experiments, and how these differences might impact learning. We summarize different types of perceptual cues that facilitate learning, by highlighting the relationship between dependent elements bringing them closer together either physically, attentionally, or perceptually. Finally, we review artificial grammar learning experiments in human adults, infants, and nonhuman animals, and discuss how similarities and differences observed across these groups can provide insights into how language is learned across development and how these language‐related abilities might have evolved. John Wiley and Sons Inc. 2018-09-08 2020-07 /pmc/articles/PMC7496455/ /pubmed/32729673 http://dx.doi.org/10.1111/tops.12381 Text en © 2018 The Authors Topics in Cognitive Science published by Wiley Periodicals, Inc. on behalf of Cognitive Science Society This is an open access article under the terms of the http://creativecommons.org/licenses/by/4.0/ License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
spellingShingle | Article Wilson, Benjamin Spierings, Michelle Ravignani, Andrea Mueller, Jutta L. Mintz, Toben H. Wijnen, Frank van der Kant, Anne Smith, Kenny Rey, Arnaud Non‐adjacent Dependency Learning in Humans and Other Animals |
title | Non‐adjacent Dependency Learning in Humans and Other Animals |
title_full | Non‐adjacent Dependency Learning in Humans and Other Animals |
title_fullStr | Non‐adjacent Dependency Learning in Humans and Other Animals |
title_full_unstemmed | Non‐adjacent Dependency Learning in Humans and Other Animals |
title_short | Non‐adjacent Dependency Learning in Humans and Other Animals |
title_sort | non‐adjacent dependency learning in humans and other animals |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7496455/ https://www.ncbi.nlm.nih.gov/pubmed/32729673 http://dx.doi.org/10.1111/tops.12381 |
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