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    Input variability aids learning Russian noun gender. High-variability input improved initial learning and generalization, while high-repetition required more exposure for similar results in second language acquisition.

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    Area of Science:

    • Psycholinguistics
    • Second Language Acquisition
    • Cognitive Psychology

    Background:

    • Input variability is crucial for learning grammatical forms in second languages.
    • Understanding factors influencing the learning of grammatical gender is essential for language acquisition research.
    • Russian noun gender presents a complex grammatical challenge for adult learners.

    Purpose of the Study:

    • To investigate the impact of input variability on the initial learning of Russian noun gender subcategories.
    • To determine if input variability affects the generalization of grammatical gender in a natural language.
    • To compare learning outcomes between high-variability and high-repetition input conditions.

    Main Methods:

    • Forty adult participants were exposed to masculine and feminine Russian words.
    • Two groups were formed: high-variability (32 unique words) and high-repetition (16 words repeated twice).
    • Generalization was assessed by testing participants on untrained words after familiarization and repeated testing.

    Main Results:

    • The high-variability group demonstrated initial learning and generalization of noun gender.
    • The high-repetition group required additional input to achieve comparable learning outcomes.
    • Learning was enhanced in both groups when words provided multiple cues to gender.

    Conclusions:

    • Input variability significantly influences the ability to generalize grammatical subcategories like noun gender.
    • Multiple linguistic cues facilitate noun gender learning, irrespective of input variability.
    • Findings highlight the importance of diverse input for effective second language grammatical acquisition.