Figure 3. Linguistic sequence determines learning sequence.

Learning can be dramatically affected by how information is presented to a learner in time [39]. Here, a child learns about the relationship between the features of a ball and various color labels. As illustrated, there are two possible ways this process can be structured temporally: either the child hears the color word used postnominally, which promotes Feature-to-Label learning (the Features of the ball predict the color Label, bottom panel), or the child hears the color word used prenominally, which promotes Label-to-Feature learning (the color Label predicts the ball's Features, top panel) [21]. Prior research into category learning indicates that only FL-sequencing facilitates accurate category acquisition, whereas LF-sequencing does not [21], [38], [40].