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Auditory processing of speech and non-speech stimuli oftentimes involves the analysis and acquisition of non-adjacent sound patterns. Previous studies using speech material have demonstrated (i) children's early emerging ability to extract non-adjacent dependencies (NADs) and (ii) a relation between basic auditory perception and this ability. Yet, it is currently unclear whether children show similar sensitivities and similar perceptual influences for NADs in the non-linguistic domain. We conducted an event-related potential study with 3-year-old children using a sine-tone-based oddball task, which simultaneously tested for NAD learning and auditory perception by means of varying sound intensity. Standard stimuli were A x B sine-tone sequences, in which specific A elements predicted specific B elements after variable x elements. NAD deviants violated the dependency between A and B and intensity deviants were reduced in amplitude. Both elicited similar frontally distributed positivities, suggesting successful deviant detection. Crucially, there was a predictive relationship between the amplitude of the sound intensity discrimination effect and the amplitude of the NAD learning effect. These results are taken as evidence that NAD learning in the non-linguistic domain is functional in 3-year-olds and that basic auditory processes are related to the learning of higher-order auditory regularities also outside the linguistic domain. [ABSTRACT FROM AUTHOR]

Auditory processing of speech and non-speech stimuli oftentimes involves the analysis and acquisition of non-adjacent sound patterns. Previous studies using speech material have demonstrated (i) children’s early emerging ability to extract non-adjacent dependencies (NADs) and (ii) a relation between basic auditory perception and this ability. Yet, it is currently unclear whether children show similar sensitivities and similar perceptual influences for NADs in the non-linguistic domain. We conducted an event-related potential study with 3-year-old children using a sine-tone-based oddball task, which simultaneously tested for NAD learning and auditory perception by means of varying sound intensity. Standard stimuli were A × B sine-tone sequences, in which specific A elements predicted specific B elements after variable × elements. NAD deviants violated the dependency between A and B and intensity deviants were reduced in amplitude. Both elicited similar frontally distributed positivities, suggesting successful deviant detection. Crucially, there was a predictive relationship between the amplitude of the sound intensity discrimination effect and the amplitude of the NAD learning effect. These results are taken as evidence that NAD learning in the non-linguistic domain is functional in 3-year-olds and that basic auditory processes are related to the learning of higher-order auditory regularities also outside the linguistic domain.

Achieving linguistic proficiency requires identifying wordsfrom speech, and discovering the constraints that govern theway those words are used. In a recent study of non-adjacentdependency learning, Frost and Monaghan (2016)demonstrated that learners may perform these tasks together,using similar statistical processes — contrary to priorsuggestions. However, in their study, non-adjacentdependencies were marked by phonological cues (plosive-continuant-plosive structure), which may have influencedlearning. Here, we test the necessity of these cues bycomparing learning across three conditions; fixed phonology,which contains these cues, varied phonology, which omitsthem, and shapes, which uses visual shape sequences toassess the generality of statistical processing for these tasks.Participants segmented the sequences and generalized thestructure in both auditory conditions, but learning was bestwhen phonological cues were present. Learning was aroundchance on both tasks for the visual shapes group, indicatingstatistical processing may critically differ across domains

Language learners have to both segment words and discover grammatical rules connecting those words in sentences. In adult listeners, the presence of a prosodic cue in the speech stream, for example, a pause, appears to facilitate rule-learning of non-adjacent dependencies of the form AiXCi (Peña et al., 2002). Only when listening to the artificial language containing pauses, could participants identify rule-words of the form AiAjCi or AiCjCi, where intervening syllables were moved from A- or C-positions. Frost and Monaghan (2016) found in a similar study that participants who were tested with novel, rather than moved, intervening syllables in AiXCi items showed rule-learning even when the familiarisation stream contained no pauses. The present study re-examines the facilitative effect of pauses in discovering structural rules in speech in a novel population: children aged 7-11. We used the same artificial speech stimuli as Peña et al. (2002) and tested children in both a moved-syllable and novel-syllable forced-choice task. The results of 140 children show that pauses provide a facilitative effect on rule-learning – also for young learners. Regardless of syllable types, only children who listened to the familiarisation stream containing pauses chose words following the rule above chance-level.

• Distinct statistical learning processes drive the link from oral language to reading. • Oral language is predicted by statistical learning to generalise abstract stimuli. • Reading is predicted by statistical learning to generalise via oral language. • Oral language and reading are not predicted by statistical learning to segment speech. • Infant non-adjacent statistical processing predicts childhood language development. Statistical learning ability has been found to relate to children's reading skills. Yet, statistical learning is also known to be vital for developing oral language skills, and oral language and reading skills relate strongly. These connections raise the question of whether statistical learning ability affects reading via oral language or directly. Statistical learning is multifaceted, and so different aspects of statistical learning might influence oral language and reading skills distinctly. In a longitudinal study, we determined how two aspects of statistical learning from an artificial language tested on 70 17-month-old infants—segmenting sequences from speech and generalizing the sequence structure—related to oral language skills measured at 54 months and reading skills measured at approximately 75 months. Statistical learning segmentation did not relate significantly to oral language or reading, whereas statistical learning generalization related to oral language, but only indirectly related to reading. Our results showed that children's early statistical learning ability was associated with learning to read via the children's oral language skills. [ABSTRACT FROM AUTHOR]

Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often coded via non-adjacent dependencies (NADs, e.g., is sing ing). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs, Lammertink et al. (2019) recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a "Stem Completion" task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting. [ABSTRACT FROM AUTHOR]

Infants show impressive speech decoding abilities and detect acoustic regularities that highlight the syntactic relations of a language, often coded via non-adjacent dependencies (NADs, e.g., is singing). It has been claimed that infants learn NADs implicitly and associatively through passive listening and that there is a shift from effortless associative learning to a more controlled learning of NADs after the age of 2 years, potentially driven by the maturation of the prefrontal cortex. To investigate if older children are able to learn NADs, Lammertink et al. (2019) recently developed a word-monitoring serial reaction time (SRT) task and could show that 6–11-year-old children learned the NADs, as their reaction times (RTs) increased then they were presented with violated NADs. In the current study we adapted their experimental paradigm and tested NAD learning in a younger group of 52 children between the age of 4–8 years in a remote, web-based, game-like setting (whack-a-mole). Children were exposed to Italian phrases containing NADs and had to monitor the occurrence of a target syllable, which was the second element of the NAD. After exposure, children did a “Stem Completion” task in which they were presented with the first element of the NAD and had to choose the second element of the NAD to complete the stimuli. Our findings show that, despite large variability in the data, children aged 4–8 years are sensitive to NADs; they show the expected differences in r RTs in the SRT task and could transfer the NAD-rule in the Stem Completion task. We discuss these results with respect to the development of NAD dependency learning in childhood and the practical impact and limitations of collecting these data in a web-based setting.

In order to become proficient native speakers, children have to learn the morpho-syntactic relations between distant elements in a sentence, so-called non-adjacent dependencies (NADs). Previous research suggests that NAD learning in children comprises different developmental stages, where until 2 years of age children are able to learn NADs associatively under passive listening conditions, while starting around the age of 3–4 years children fail to learn NADs during passive listening. To test whether the transition between these developmental stages occurs gradually, we tested children’s NAD learning in a foreign language using event-related potentials (ERPs). We found ERP evidence of NAD learning across the ages of 1, 2 and 3 years. The amplitude of the ERP effect indexing NAD learning, however, decreased with age. These findings might indicate a gradual transition in children’s ability to learn NADs associatively. Cognitively, this transition might be driven by children’s increasing knowledge of their native language, hindering NAD learning in novel contexts. Neuroanatomically, maturation of the prefrontal cortex might play a crucial role, promoting top-down learning, affecting bottom-up, associative learning. In sum, our study suggests that NAD learning under passive listening conditions undergoes a gradual transition between different developmental stages during early childhood.

The phenomenon of syntactic priming is well studied in theliterature, but the mechanisms behind it are still under debate.In this study, we trained English-speaking participants inartificial language sequences with dependencies that are eitheradjacent or non-adjacent. The participants then wrotecompletions to relative clause (RC) fragments. We found thatparticipants who learn non-adjacent dependencies in theartificial language, exhibit a bias to write high-attachment(non-adjacent) continuations for RCs, when compared toparticipants in a control condition who exhibit low-attachment(adjacent) biases in RCs. The implications for theories ofsyntactic priming and its relations to implicit learning arediscussed.

Non-adjacent dependencies (NADs) are important building blocks for language and extracting them from the input is a fundamental part of language acquisition. Prior event-related potential (ERP) studies revealed changes in the neural signature of NAD learning between infancy and adulthood, suggesting a developmental shift in the learning route for NADs. The present study aimed to specify which brain regions are involved in this developmental shift and whether this shift extends to NAD learning in the non-linguistic domain. In two experiments, 2- and 3-year-old German-learning children were familiarized with either Italian sentences or tone sequences containing NADs and subsequently tested with NAD violations, while functional near-infrared spectroscopy (fNIRS) data were recorded. Results showed increased hemodynamic responses related to the detection of linguistic NAD violations in the left temporal, inferior frontal, and parietal regions in 2-year-old children, but not in 3-year-old children. A different developmental trajectory was found for non-linguistic NADs, where 3-year-old, but not 2-year-old children showed evidence for the detection of non-linguistic NAD violations. These results confirm a developmental shift in the NAD learning route and point to distinct mechanisms underlying NAD learning in the linguistic and the non-linguistic domain.

Artificial grammar learning (AGL) has become an important tool used to understand aspects of human language learning and whether the abilities underlying learning may be unique to humans or found in other species. Successful learning is typically assumed when human or animal participants are able to distinguish stimuli generated by the grammar from those that are not at a level better than chance. However, the question remains as to what subjects actually learn in these experiments. Previous studies of AGL have frequently introduced multiple potential contributors to performance in the training and testing stimuli, but meta‐analysis techniques now enable us to consider these multiple information sources for their contribution to learning—enabling intended and unintended structures to be assessed simultaneously. We present a blueprint for meta‐analysis approaches to appraise the effect of learning in human and other animal studies for a series of artificial grammar learning experiments, focusing on studies that examine auditory and visual modalities. We identify a series of variables that differ across these studies, focusing on both structural and surface properties of the grammar, and characteristics of training and test regimes, and provide a first step in assessing the relative contribution of these design features of artificial grammars as well as species‐specific effects for learning. [ABSTRACT FROM AUTHOR]

Artificial grammar learning (AGL) paradigms have proven to be productive and useful to investigate how young infants break into the grammar of their native language(s). The question of when infants first show the ability to learn abstract grammatical rules has been central to theoretical debates about the innate vs. learned nature of grammar. The presence of this ability early in development, that is, before considerable experience with language, has been argued to provide evidence for a biologically endowed ability to acquire language. Artificial grammar learning tasks also allow infant populations to be readily compared with adults and non‐human animals. Artificial grammar learning paradigms with infants have been used to investigate a number of linguistic phenomena and learning tasks, from word segmentation to phonotactics and morphosyntax. In this review, we focus on AGL studies testing infants' ability to learn grammatical/structural properties of language. Specifically, we discuss the results of AGL studies focusing on repetition‐based regularities, the categorization of functors, adjacent and non‐adjacent dependencies, and word order. We discuss the implications of the results for a general theory of language acquisition, and we outline some of the open questions and challenges. [ABSTRACT FROM AUTHOR]

Both adjacent and non-adjacent dependencies (AD and NAD) are present in natural language and other domains, yet the learning of non-adjacent sequential dependencies generally only occurs under favorable circumstances. It is currently unknown to what extent adults can learn AD and NAD, presented concurrently in spatial and verbal sequences during a single session, and whether a second session improves performance. In addition, the relationship between AD and NAD learning and other theoretically related cognitive and language processes has not yet been fully established. In this study, participants reproduced two types of sequences generated from an artificial grammar: visuo-spatial sequences with stimuli presented in four spatial locations, and visuo-verbal sequences with printed syllables. Participants were tested for incidental learning by reproducing novel sequences, half consistent with the grammar and half containing violations of either AD or NAD. The procedure was repeated on a second day. Results showed that both AD and NAD were learned in both visuo-spatial and visuo-verbal tasks, although AD learning was better than NAD and learning of NAD decreased over time. Furthermore, NAD learning for both spatial and verbal tasks was positively correlated with a language measure, whereas AD learning for both spatial and verbal tasks was negatively associated with working memory measures in the opposite domain. These results demonstrate that adults can learn both AD and NAD within a single session, but NAD learning is more easily disrupted than AD and both types of learning are sub-served by partially distinct cognitive processes. These findings increase our understanding of the processes governing the learning of AD and NAD in verbal and spatial domains.

Both adjacent and non-adjacent dependencies (AD and NAD) are present in natural language and other domains, yet the learning of non-adjacent sequential dependencies generally only occurs under favorable circumstances. It is currently unknown to what extent adults can learn AD and NAD, presented concurrently in spatial and verbal sequences during a single session, and whether a second session improves performance. In addition, the relationship between AD and NAD learning and other theoretically related cognitive and language processes has not yet been fully established. In this study, participants reproduced two types of sequences generated from an artificial grammar: visuo-spatial sequences with stimuli presented in four spatial locations, and visuo-verbal sequences with printed syllables. Participants were tested for incidental learning by reproducing novel sequences, half consistent with the grammar and half containing violations of either AD or NAD. The procedure was repeated on a second day. Results showed that both AD and NAD were learned in both visuo-spatial and visuo-verbal tasks, although AD learning was better than NAD and learning of NAD decreased over time. Furthermore, NAD learning for both spatial and verbal tasks was positively correlated with a language measure, whereas AD learning for both spatial and verbal tasks was negatively associated with working memory measures in the opposite domain. These results demonstrate that adults can learn both AD and NAD within a single session, but NAD learning is more easily disrupted than AD and both types of learning are sub-served by partially distinct cognitive processes. These findings increase our understanding of the processes governing the learning of AD and NAD in verbal and spatial domains. [ABSTRACT FROM AUTHOR]

We investigated whether learning an artificial language at 17 months was predictive of children's natural language vocabulary and grammar skills at 54 months. Children at 17 months listened to an artificial language containing non-adjacent dependencies, and were then tested on their learning to segment and to generalise the structure of the language. At 54 months, children were then tested on a range of standardised natural language tasks that assessed receptive and expressive vocabulary and grammar. A structural equation model demonstrated that learning the artificial language generalisation at 17 months predicted language abilities – a composite of vocabulary and grammar skills – at 54 months, whereas artificial language segmentation at 17 months did not predict language abilities at this age. Artificial language learning tasks – especially those that probe grammar learning – provide a valuable tool for uncovering the mechanisms driving children's early language development. [ABSTRACT FROM AUTHOR]

Statistical learning has been proposed as a key mechanism in language learning. Our main goal was to examine whether adults are capable of simultaneously extracting statistical dependencies in a task where stimuli include a range of structures amenable to statistical learning within a single paradigm. We devised an online statistical learning task using real word auditory–picture sequences that vary in two dimensions: (i) predictability and (ii) adjacency of dependent elements. This task was followed by an offline recall task to probe learning of each sequence type. We registered three hypotheses with specific predictions. First, adults would extract regular patterns from continuous stream (effect of grammaticality). Second, within grammatical conditions, they would show differential speeding up for each condition as a factor of statistical complexity of the condition and exposure. Third, our novel approach to measure online statistical learning would be reliable in showing individual differences in statistical learning ability. Further, we explored the relation between statistical learning and a measure of verbal short-term memory (STM). Forty-two participants were tested and retested after an interval of at least 3 days on our novel statistical learning task. We analysed the reaction time data using a novel regression discontinuity approach. Consistent with prediction, participants showed a grammaticality effect, agreeing with the predicted order of difficulty for learning different statistical structures. Furthermore, a learning index from the task showed acceptable test–retest reliability (r = 0.67). However, STM did not correlate with statistical learning. We discuss the findings noting the benefits of online measures in tracking the learning process.

This study examines novel language learning from inconsistent input in monolingual and bilingual toddlers. We predicted an advantage for the bilingual toddlers on the basis of the structural sensitivity hypothesis. Monolingual and bilingual 24-month-olds performed two novel language learning experiments. The first contained consistent input, and the second occasionally contained inconsistent input (i.e., 'errors'). Neither group showed learning of the novel pattern in the consistent experiment. The bilingual toddlers, but not the monolinguals, showed learning in the inconsistent experiment, which suggests they are better at detecting regularities from inconsistent input than monolinguals. Highlights Language learning experiments consider consistent input, whereas inconsistent input is likely to occur in real life., Monolingual and bilingual toddlers' performance on a language learning task of non-adjacent dependencies was assessed, using inconsistent input., The group of bilingual toddlers was able to find the language pattern despite the inconsistencies, whereas the group of monolingual toddlers was not. [ABSTRACT FROM AUTHOR]

Language acquisition in both natural and artificial language learning settings crucially depends on extracting information from ordered sequences. A shared sequence learning mechanism is thus assumed to underlie both natural and artificial language learning. A growing body of empirical evidence is consistent with this hypothesis. By means of artificial language learning experiments, we may therefore gain more insight in this shared mechanism. In this paper, we review empirical evidence from artificial language learning and computational modeling studies, as well as natural language data, and suggest that there are two key factors that help deter-mine processing complexity in sequence learning, and thus in natural language processing. We propose that the specific ordering of non-adjacent dependencies (i.e. nested or crossed), as well as the number of non-adjacent dependencies to be resolved simultaneously (i.e. two or three) are important factors in gaining more insight into the boundaries of human sequence learning; and thus, also in natural language processing. The implications for theories of linguistic competence are discussed.

The ability to detect non-adjacent dependencies (i.e. between a and b in aXb) in spoken input may support the acquisition of morpho-syntactic dependencies (e.g. The princess is kiss ing the frog). Functional morphemes in morpho-syntactic dependencies are often marked by perceptual cues that render them distinct from lexical elements. We use an artificial grammar learning experiment with adults to investigate the role of perceptual cues in non-adjacent dependency learning, by manipulating the perceptual/prosodic properties of the a / b elements in aXb strings and testing participants' incidental learning of these dependencies. Our results show that non-adjacent dependencies are learned both when the dependent elements are perceptually prominent, and when they are perceptually reduced compared to the intervening material (in the same way that functional words are reduced compared to lexical words), but only if integrated into a natural prosodic contour. This result supports the idea that the prosodic properties of natural languages facilitate non-adjacent dependency learning. [ABSTRACT FROM AUTHOR]

A recent hypothesis in empirical brain research on language is that the fundamental difference between animal and human communication systems is captured by the distinction between finite-state and more complex phrase-structure grammars, such as context-free and context-sensitive grammars. However, the relevance of this distinction for the study of language as a neurobiological system has been questioned and it has been suggested that a more relevant and partly analogous distinction is that between non-adjacent and adjacent dependencies. Online memory resources are central to the processing of non-adjacent dependencies as information has to be maintained across intervening material. One proposal is that an external memory device in the form of a limited push-down stack is used to process non-adjacent dependencies. We tested this hypothesis in an artificial grammar learning paradigm where subjects acquired non-adjacent dependencies implicitly. Generally, we found no qualitative differences between the acquisition of non-adjacent dependencies and adjacent dependencies. This suggests that although the acquisition of non-adjacent dependencies requires more exposure to the acquisition material, it utilizes the same mechanisms used for acquiring adjacent dependencies. We challenge the push-down stack model further by testing its processing predictions for nested and crossed multiple non-adjacent dependencies. The push-down stack model is partly supported by the results, and we suggest that stack-like properties are some among many natural properties characterizing the underlying neurophysiological mechanisms that implement the online memory resources used in language and structured sequence processing. [ABSTRACT FROM AUTHOR]

Processing non-adjacent dependencies is considered to be one of the hallmarks of human language. Assuming that sequence-learning tasks provide a useful way to tap natural-language-processing mechanisms, we cross-modally combined serial reaction time and artificial-grammar learning paradigms to investigate the processing of multiple nested (A1A2A3B3B2B1) and crossed dependencies (A1A2A3B1B2B3), containing either three or two dependencies. Both reaction times and prediction errors highlighted problems with processing the middle dependency in nested structures (A1A2A3B3_B1), reminiscent of the 'missing-verb effect' observed in English and French, but not with crossed structures (A1A2A3B1_B3). Prior linguistic experience did not play a major role: native speakers of German and Dutch-which permit nested and crossed dependencies, respectively- showed a similar pattern of results for sequences with three dependencies. As for sequences with two dependencies, reaction times and prediction errors were similar for both nested and crossed dependencies. The results suggest that constraints on the processing of multiple non-adjacent dependencies are determined by the specific ordering of the non-adjacent dependencies (i.e. nested or crossed), as well as the number of non-adjacent dependencies to be resolved (i.e. two or three). Furthermore, these constraints may not be specific to language but instead derive from limitations on structured sequence learning. [ABSTRACT FROM AUTHOR]

Abstract: This study examines French-learning infants’ sensitivity to grammatical non-adjacent dependencies involving subject-verb agreement (e.g., le/les garçons lit/lisent ‘the boy(s) read(s)’) where number is audible on both the determiner of the subject DP and the agreeing verb, and the dependency is spanning across two syntactic phrases. A further particularity of this subsystem of French subject-verb agreement is that number marking on the verb is phonologically highly irregular. Despite the challenge, the HPP results for 24- and 18-month-olds demonstrate knowledge of both number dependencies: between the singular determiner le and the non-adjacent singular verbal forms and between the plural determiner les and the non-adjacent plural verbal forms. A control experiment suggests that the infants are responding to known verb forms, not phonological regularities. Given the paucity of such forms in the adult input documented through a corpus study, these results are interpreted as evidence that 18-month-olds have the ability to extract complex patterns across a range of morphophonologically inconsistent and infrequent items in natural language. [Copyright &y& Elsevier]

• Transition between developmental stages of non-adjacent dependency (NAD) learning. • Children between 1 and 3 years of age showed learning of NADs in a foreign language. • Brain responses revealed associative NAD learning, triggered by passive listening. • Gradual decrease of the strength of associative non-adjacent dependency learning. In order to become proficient native speakers, children have to learn the morpho-syntactic relations between distant elements in a sentence, so-called non-adjacent dependencies (NADs). Previous research suggests that NAD learning in children comprises different developmental stages, where until 2 years of age children are able to learn NADs associatively under passive listening conditions, while starting around the age of 3–4 years children fail to learn NADs during passive listening. To test whether the transition between these developmental stages occurs gradually, we tested children's NAD learning in a foreign language using event-related potentials (ERPs). We found ERP evidence of NAD learning across the ages of 1, 2 and 3 years. The amplitude of the ERP effect indexing NAD learning, however, decreased with age. These findings might indicate a gradual transition in children's ability to learn NADs associatively. Cognitively, this transition might be driven by children's increasing knowledge of their native language, hindering NAD learning in novel contexts. Neuroanatomically, maturation of the prefrontal cortex might play a crucial role, promoting top-down learning, affecting bottom-up, associative learning. In sum, our study suggests that NAD learning under passive listening conditions undergoes a gradual transition between different developmental stages during early childhood. [ABSTRACT FROM AUTHOR]

• Non-adjacent dependency learning shows a developmental shift during the third year of life. • 2-year-old children can learn non-adjacent dependencies in linguistic material from passive listening, while 3-year-old children cannot. • Non-adjacent dependency learning in 2-year-olds is subserved by left-hemisphere temporal, inferior frontal and parietal brain regions. • The developmental trajectory for non-adjacent dependency learning differs between the linguistic and the non-linguistic domain. Non-adjacent dependencies (NADs) are important building blocks for language and extracting them from the input is a fundamental part of language acquisition. Prior event-related potential (ERP) studies revealed changes in the neural signature of NAD learning between infancy and adulthood, suggesting a developmental shift in the learning route for NADs. The present study aimed to specify which brain regions are involved in this developmental shift and whether this shift extends to NAD learning in the non-linguistic domain. In two experiments, 2- and 3-year-old German-learning children were familiarized with either Italian sentences or tone sequences containing NADs and subsequently tested with NAD violations, while functional near-infrared spectroscopy (fNIRS) data were recorded. Results showed increased hemodynamic responses related to the detection of linguistic NAD violations in the left temporal, inferior frontal, and parietal regions in 2-year-old children, but not in 3-year-old children. A different developmental trajectory was found for non-linguistic NADs, where 3-year-old, but not 2-year-old children showed evidence for the detection of non-linguistic NAD violations. These results confirm a developmental shift in the NAD learning route and point to distinct mechanisms underlying NAD learning in the linguistic and the non-linguistic domain. [ABSTRACT FROM AUTHOR]

Non-adjacent dependencies are ubiquitous in language, but difficult to learn in artificial language experiments in the lab. Previous research suggests that non-adjacent dependencies are more learnable given structural support in the input - for instance, in the presence of high variability between dependent items. However, not all non-adjacent dependencies occur in supportive contexts. How are such regularities learned? One possibility is that learning one set of non-adjacent dependencies can highlight similar structures in subsequent input, facilitating the acquisition of new non-adjacent dependencies that are otherwise difficult to learn. In three experiments, we show that prior exposure to learnable non-adjacent dependencies - i.e., dependencies presented in a learning context that has been shown to facilitate discovery - improves learning of novel non-adjacent regularities that are typically not detected. These findings demonstrate how the discovery of complex linguistic structures can build on past learning in supportive contexts. [ABSTRACT FROM AUTHOR]

• 7-year-olds' non-adjacent dependency learning in a foreign language tested. • Children gave grammaticality judgments while electroencephalography was recorded. • Brain responses revealed children's learning of non-adjacent dependencies. • Brain responses after overnight retention showed different polarity. • Children's recall of dependencies after sleep associated with representation change. Becoming a successful speaker depends on acquiring and learning grammatical dependencies between neighboring and non-neighboring linguistic elements (non-adjacent dependencies; NADs). Previous studies have demonstrated children's and adults' ability to distinguish NADs from NAD violations right after familiarization. However, demonstrating NAD recall after retention is crucial to demonstrate a lasting effect of NAD learning. We tested 7-year-olds' NAD learning in a natural, non-native language on one day and NAD recall on the next day by means of event-related potentials (ERPs). Our results revealed ERPs with a more positive amplitude to NAD violations than correct NADs after familiarization on day one, but ERPs with a more negative amplitude to NAD violations on day two. This change from more positive to more negative ERPs to NAD violations possibly indicates that children's representations of NADs changed during an overnight retention period, potentially associated with children's NAD learning. Indeed, our descriptive analyses showed that both ERP patterns (i.e., day one: positive, day two: negative) were related to stronger behavioral improvement (i.e., more correct answers on day two compared to day one) in a grammaticality judgment task from day one to day two. We suggest these findings to indicate that children successfully built associative representations of NADs on day one and then strengthened these associations during overnight retention, revealing NAD recall on day two. The present results suggest that 7-year-olds readily track NADs in a natural, non-native language and are able to recall NADs after a retention period involving sleep, providing evidence of a lasting effect of NAD learning. [ABSTRACT FROM AUTHOR]

There is considerable controversy over the factors that shape infants' developing knowledge of grammar. Work with artificial languages suggests that infants' ability to track statistical regularities within the speech they hear could, in principle, support grammatical development. However, little work has tested whether infants' performance on laboratory tasks reflects factors that are relevant in real-world language learning. Here we tested whether the language that infants hear at home, and their receptive language skills, predict their performance on tasks assessing the ability to learn non-adjacent statistical dependencies (NADs) at 15 months, and whether that in turn predicts sensitivity to native-language NADs at 18 months. We found evidence for some (though not all) of these relations, and primarily for females. The results suggest that performance on the artificial language-learning task reveals something about the mechanisms of grammatical development, and that females and males may be learning NADs differently.