Reply to comment on “Nonadjacent dependency processing in monkeys, apes, and humans”

Rawski et al. revisit our recent findings suggesting the latent ability to process nonadjacent dependencies (“Non-ADs”) in monkeys and apes. Specifically, the authors question the relevance of our findings for the evolution of human syntax. We argue that (i) these conclusions hinge upon an assumption that language processing is necessarily hierarchical, which remains an open question, and (ii) our goal was to probe the foundational cognitive mechanisms facilitating the processing of syntactic Non-ADs—namely, the ability to recognize predictive relationships in the input.

Nonadjacent dependency processing in monkeys, apes, and humans

The ability to track syntactic relationships between words, particularly over distances (“nonadjacent dependencies”), is a critical faculty underpinning human language, although its evolutionary origins remain poorly understood. While some monkey species are reported to process auditory nonadjacent dependencies, comparative data from apes are missing, complicating inferences regarding shared ancestry. Here, we examined nonadjacent dependency processing in common marmosets, chimpanzees, and humans using “artificial grammars”: strings of arbitrary acoustic stimuli composed of adjacent (nonhumans) or nonadjacent (all species) dependencies. Individuals from each species (i) generalized the grammars to novel stimuli and (ii) detected grammatical violations, indicating that they processed the dependencies between constituent elements. Furthermore, there was no difference between marmosets and chimpanzees in their sensitivity to nonadjacent dependencies. These notable similarities between monkeys, apes, and humans indicate that nonadjacent dependency processing, a crucial cognitive facilitator of language, is an ancestral trait that evolved at least ~40 million years before language itself.

Auditory statistical learning in children: Novel insights from an online measure

Nonadjacent dependency learning is thought to be a fundamental skill for syntax acquisition and often assessed via an offline grammaticality judgment measure. Asking judgments of children is problematic, and an offline task is suboptimal as it reflects only the outcome of the learning process, disregarding information on the learning trajectory. Therefore, and following up on recent methodological advancements in the online measurement of nonadjacent dependency learning in adults, the current study investigates if the recording of response times can be used to establish nonadjacent dependency learning in children. Forty-six children (mean age: 7.3 years) participated in a child-friendly adaptation of a nonadjacent dependency learning experiment (López-Barroso, Cucurell, Rodríguez-Fornells, & de Diego-Balaguer, 2016). They were exposed to an artificial language containing items with and without nonadjacent dependencies while their response times (online measure) were measured. After exposure, grammaticality judgments (offline measure) were collected. The results show that children are sensitive to nonadjacent dependencies, when using the online measure (the results of our offline measure did not provide evidence of learning). We therefore conclude that future studies can use online response time measures (perhaps in addition to the offline grammaticality judgments) to further investigate nonadjacent dependency learning in children.

Toddlers can use semantic cues to learn difficult nonadjacent dependencies

languages. The fact that infants and adults have difficulty learning nonadjacent structure in laboratory settings has led to theories suggesting that there are strict constraints on the units over which humans track nonadjacent structure. In four experiments, we tested the hypothesis that correlated semantic cues enhance toddlers’ ability to learn nonadjacent linguistic structures. Toddlers successfully transferred these patterns to new strings spanning novel intervening items, and to novel nonadjacent pairs drawn from the same semantic categories. The results provide evidence that toddlers can use rich, redundant input that includes meaning to learn nonadjacent structures akin to those present in natural languages.