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Second-Language Learning Facilitates Non-Adjacent Dependency Learning: Effects Moderated by Specific Language

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Title: Second-Language Learning Facilitates Non-Adjacent Dependency Learning: Effects Moderated by Specific Language
Language: English
Authors: Helen Shiyang Lu (ORCID 0000-0003-3529-1226), Toben H. Mintz (ORCID 0000-0002-5437-7482)
Source: Cognitive Science. 2026 50(5).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 27
Publication Date: 2026
Sponsoring Agency: National Science Foundation (NSF), Division of Behavioral and Cognitive Sciences (BCS)
Contract Number: 2234422
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Mandarin Chinese, Spanish, Introductory Courses, Cognitive Processes, Language Patterns, Linguistics, Linguistic Input
DOI: 10.1111/cogs.70221
ISSN: 0364-0213
1551-6709
Abstract: Statistical learning allows language learners to implicitly track regularities in input. Prior studies have suggested that second language (L2) learning affects statistical learning, but the nature of this relationship remains unclear. Does L2 learning broadly enhance sensitivity to statistical structure, selectively tune learners to patterns emphasized in the learned language, or both? We tested English-speaking adults enrolled in introductory Mandarin or Spanish courses, along with English monolingual controls, on two statistical learning tasks: a tonal word segmentation task and a non-adjacent dependency (NAD) learning task. Participants completed both tasks at the beginning of instruction and again after two academic terms. All groups performed above chance in the tonal task, but none showed significant improvement over time, including Mandarin learners. In contrast, only Spanish learners demonstrated increased sensitivity to NADs over time. These findings suggest that statistical learning is not uniformly boosted by L2 experience. Instead, L2 exposure may selectively tune learners' sensitivity to relational patterns that are emphasized in their linguistic experience. More broadly, the results highlight how the structure of linguistic experience can shape statistical learning mechanisms.
Abstractor: As Provided
Notes: https://osf.io/f495m
Entry Date: 2026
Accession Number: EJ1506941
Database: ERIC
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  Data: Second-Language Learning Facilitates Non-Adjacent Dependency Learning: Effects Moderated by Specific Language
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  Data: <searchLink fieldCode="AR" term="%22Helen+Shiyang+Lu%22">Helen Shiyang Lu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3529-1226">0000-0003-3529-1226</externalLink>)<br /><searchLink fieldCode="AR" term="%22Toben+H%2E+Mintz%22">Toben H. Mintz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5437-7482">0000-0002-5437-7482</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Cognitive+Science%22"><i>Cognitive Science</i></searchLink>. 2026 50(5).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 27
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  Data: National Science Foundation (NSF), Division of Behavioral and Cognitive Sciences (BCS)
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mandarin+Chinese%22">Mandarin Chinese</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Patterns%22">Language Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistic+Input%22">Linguistic Input</searchLink>
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  Data: 10.1111/cogs.70221
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  Data: 0364-0213<br />1551-6709
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  Data: Statistical learning allows language learners to implicitly track regularities in input. Prior studies have suggested that second language (L2) learning affects statistical learning, but the nature of this relationship remains unclear. Does L2 learning broadly enhance sensitivity to statistical structure, selectively tune learners to patterns emphasized in the learned language, or both? We tested English-speaking adults enrolled in introductory Mandarin or Spanish courses, along with English monolingual controls, on two statistical learning tasks: a tonal word segmentation task and a non-adjacent dependency (NAD) learning task. Participants completed both tasks at the beginning of instruction and again after two academic terms. All groups performed above chance in the tonal task, but none showed significant improvement over time, including Mandarin learners. In contrast, only Spanish learners demonstrated increased sensitivity to NADs over time. These findings suggest that statistical learning is not uniformly boosted by L2 experience. Instead, L2 exposure may selectively tune learners' sensitivity to relational patterns that are emphasized in their linguistic experience. More broadly, the results highlight how the structure of linguistic experience can shape statistical learning mechanisms.
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  Data: https://osf.io/f495m
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  Data: 2026
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      – SubjectFull: Spanish
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