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Tytuł pozycji:

Redundancy can benefit learning: Evidence from word order and case marking.

Tytuł:
Redundancy can benefit learning: Evidence from word order and case marking.
Autorzy:
Tal S; Department of Cognitive Sciences, The Hebrew University of Jerusalem, Israel; Centre for Language Evolution, School of Philosophy, Psychology and Language Sciences, University of Edinburgh, United Kingdom. Electronic address: .
Arnon I; Department of Psychology, The Hebrew University of Jerusalem, Israel.
Źródło:
Cognition [Cognition] 2022 Jul; Vol. 224, pp. 105055. Date of Electronic Publication: 2022 Feb 20.
Typ publikacji:
Journal Article; Research Support, Non-U.S. Gov't
Język:
English
Imprint Name(s):
Publication: Amsterdam : Elsevier
Original Publication: Hague, Mouton.
MeSH Terms:
Language Development*
Learning*
Adult ; Child ; Comprehension ; Humans ; Language ; Linguistics
Contributed Indexing:
Keywords: Artificial language learning; Language acquisition; Learning biases; Redundancy
Entry Date(s):
Date Created: 20220223 Date Completed: 20220510 Latest Revision: 20220523
Update Code:
20240104
DOI:
10.1016/j.cognition.2022.105055
PMID:
35196596
Czasopismo naukowe
The prevalence of redundancy in the world languages has long puzzled language researchers. It is especially surprising in light of the growing evidence on speakers' tendency to avoid redundant elements in production (omitting or reducing more predictable elements). Here, we propose that redundancy can be functional for learning. In particular, we argue that redundant cues can facilitate learning, even when they make the language system more complicated. This prediction is further motivated by the Linguistic Niche Hypothesis (Lupyan & Dale, 2010), which suggests that morphological complexity can arise due to the advantage redundancy might confer for child learners. We test these hypotheses in an artificial language learning study with children and adults, where either word order alone or both word order and case marking serve as cues for thematic assignment in a novel construction. We predict, and find, that children learning the redundant language learn to produce it, and show better comprehension of the novel thematic assignment than children learning the non-redundant language, despite having to learn an additional morpheme. Children in both conditions were similarly accurate in producing the novel word order, suggesting redundancy might have a differential effect on comprehension and production. Adults did not show better learning in the redundant condition, most likely because they were at ceiling in both conditions. We discuss implications for theories of language learning and language change.
(Copyright © 2022 Elsevier B.V. All rights reserved.)

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