Finn et al. (2014 PLoS One) find evidence that the more “effortful” language learning of adults vs. children interferes with their learning of an artificial language (consisting of two-syllable, three-category nonsense words). In particular, adult learners under given instructions to use effort during learning (by ignoring a distractor task) showed a disadvantage in the learning of categories (though an advantage in the learning of words, or rather pseudoword segmentation boundaries) compared to adult learners under more “passive” conditions. See also here.

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