Investigating the Role of Feedback Timing on Artificial Language Learning

Investigating the Role of Feedback Timing on Artificial Language Learning

Psycholinguistics

Teodora Varga

2025

Dr Olga Feher

Previous research has demonstrated that retrieval practice may have an advantage in learning over imitation. This study explored the effects of feedback timing on learning of vocabulary, morphology (word structure), and syntax (word order) in a small artificial language. 100 monolingual English speakers took part in a learning task where they were exposed to nouns and phrases in the artificial language paired with pictures, and were randomly allocated to one of two conditions. In the imitation condition, participants had to repeat a phrase after it was shown, whereas in the retrieval condition, participants had to produce a phrase before being shown the correct phrase. After noun and sentence training, participants took part in a comprehension test and a production test. Levenshtein distance and t-test analyses showed participants in the retrieval condition performed significantly better in the comprehension test and production of vocabulary, plural markers, and word order, but there was no significant difference between groups in the accuracy of their plural markers. The results demonstrate that retrieval practice may be more beneficial than imitation in language learning. The role of active learning, memory processes, and stronger associations between stimuli are suggested as explanations. The study acts as a starting point for further investigations into grammar learning and feedback timing.

Psychology, Linguistics, Psycholinguistics, Artificial Language, Artificial Language Learning, Language Learning, Vocabulary, Morphology, Syntax, Imitation, Retrieval Practice, Learning