The Role of Simple Semantics in the Process of Artificial Grammar Learning.

ABSTRACT

This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL experiment; in the without-semantics control condition, participants did not receive semantic information. It was hypothesized that semantics would generally facilitate grammar acquisition and that the learning benefit in the with-semantics conditions would increase with increasing grammar complexity. Experiment 1 showed learning effects for all grammars but no performance difference between conditions. Experiment 2 replicated the absence of a semantic benefit for all grammars even though semantic information was more prominent during grammar acquisition as compared to Experiment 1. Thus, we did not find evidence for the idea that semantics facilitates grammar acquisition, which seems to support the view of an independent syntactic processing component.