Abstract
In conclusion, this monograph contributes to three important issues in artificial grammar learning. First, phonological studies using an artificial grammar paradigm are an area of increasing research interest. However, testing is most often done with English speakers in this kind of research. This study expends populations to Taiwan Southern Min and Quebec French. Second, artificial grammar studies often draw conclusion from pooled data, without taking into account individual learning strategies. This research carefully examines the individual learner’s performance and categorizes participants into different learner types. These tell us more about the relationship between learnability and phonological patterning and help us rule out a possibility of pure familiarity effect. Finally, this research lays out design limitations in artificial grammar learning experiments and presents ways to refine the design, providing a guide for linguists to improve the design.
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Notes
- 1.
One interpretation for the failure of [continuant] to play a role in these experiments can be given within the Contrastive Hierarchy hypothesis (Dresher 2009), namely that the feature [sonorant] has scope over the feature [continuant].
- 2.
Seidl and Buckley (2005) tested 8.5–9.5-month-olds infants, showing that infants can learn an arbitrary (non-phonologically-grounded) pattern. This research focuses on adult findings and does not present infant studies in detail in this section (see discussion about infants and adults in artificial grammar learning in Sect. 3.2.3).
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Lin, YL. (2019). Conclusions. In: Substantive Bias and Natural Classes. Frontiers in Chinese Linguistics, vol 8. Springer, Singapore. https://doi.org/10.1007/978-981-13-3534-1_6
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