Working Memory Trumps Language Aptitude in Learning Semantic-Based Linguistic Category Rules

抄録

Working memory (WM) and language analytic ability (LAA) are considered important cognitive factors in second language (L2) grammar learning, but it is not clear which contributes more particularly with different types of grammatical rules. Previous studies have focused on grammatical rules that rely on form, but there are no studies investigating WM and LAA’s contribution comparatively to learning linguistic rules that require the generalization of semantic information. The aim of this study was to determine the contributions of WM and LAA in learning semantic noun classes, grammatical structures whose rules rely on the ability to generalize and categorize based on conceptual knowledge. Thirty Japanese native-speakers participated in a controlled learning experiment that targeted demonstrative-noun agreement patterns based on semantic categories. Multiple regression analyses revealed that WM significantly contributed to the learning of semantic noun classes, but LAA did not. The results suggest that WM is a better predictor than LAA in learning linguistic rules that rely on knowledge outside of linguistic form.