Table 1.
Group sizes, mean ages, and memory measures for baseline and test-only groups in Experiment 1.
Bottom row shows p-values from t-tests confirming that the groups were matched on each memory measure.
Fig 1.
Grammar learning accuracy (%) of simple and complex grammar rules by subjects who underwent passive, exposure-based training + test (baseline group) versus those who immediately completed the test without first undergoing training (test-only group).
Errors bars depict the standard error of the mean.
Fig 2.
Scatterplots depicting correlations for baseline group between (A) procedural memory and simple grammar learning, and (B) declarative memory and complex grammar learning. For test-only group, procedural and declarative memory did not correlate with simple or complex grammar learning (C and D, respectively).
Table 2.
Pearson correlations between the memory measures and learning of the simple and complex grammatical patterns by the baseline and test-only groups.
Table 3.
Group sizes, mean ages, and memory measures for the baseline and no-feedback groups in Experiment 2.
Bottom row shows p-values from t-tests confirming that the groups were matched on each memory measure.
Fig 3.
Grammar learning accuracy (%) of simple and complex grammar rules by subjects who were tested with or without feedback (baseline vs. no-feedback groups, respectively).
Error bars depict standard errror of the mean.
Fig 4.
Scatterplots depicting correlations for no-feedback group between (A) procedural memory and simple grammar learning, and (B) declarative memory and complex grammar learning.
Table 4.
Pearson correlations between the memory measures and learning of the simple and complex grammatical patterns by the baseline and no-feedback groups.
Table 5.
Group sizes, mean ages, and measures of memory subsystems for Simple-complex and Complex-simple training order groups in Experiment 3.
Bottom row shows p-values from t-tests confirming that the groups were matched on each memory measure.
Fig 5.
Grammar learning accuracy (%) of simple and complex grammar rules by subjects who underwent simple-complex or complex-simple training orders.
Error bars depict standard error of the mean.
Fig 6.
Scatterplots depicting correlations for the simple-complex training order between (A) procedural memory and simple grammar learning, and (B) declarative memory and complex grammar learning. For the complex-simple training order, procedural and declarative memory did not reliably correlate with simple or complex grammar learning (C and D, respectively).
Table 6.
Pearson correlations between the memory measures and learning of the simple and complex grammatical patterns by the simple-complex and complex-simple training order groups.