Table 1.
Experimental AGL studies by grammar's chart, TE value, and No. of stimuli and participants' number, age, and task performance accuracy.
| Publication | AGL grammar | Participants | ||||||
|---|---|---|---|---|---|---|---|---|
| No. | Researchers | Year | Chart | TE | No. of stimuli | Sample/M age in years | N | Accuracy in % |
| 1. | Scott and Dienes | 2008 | A: Reber1969 | 0.560 | 45 | 22 | 40 | 69.00 |
| 2. | Kirkhart | 2001 | A: Reber1969 | 0.560 | 75 | Students | 12 | 61.40 |
| 3. | Domangue et al. | 2004 | B: Mathews1989 | 0.578 | 88 | Students | 46 | 70.00 |
| 4. | Reber | 1967 | C: Reber1967 | 0.602 | 28 | Students | 5 | 73.50 |
| 5. | Reber | 1967 | C: Reber1967 | 0.602 | 28 | Children | 5 | 65.20 |
| 6. | Zizak and Reber | 2004 | C: Reber1967 | 0.602 | 60 | Students | 30 | 62.00 |
| 7. | Zizak and Reber | 2004 | C: Reber1967 | 0.602 | 60 | Students | 29 | 62.00 |
| 8. | Zizak and Reber | 2004 | C: Reber1967 | 0.602 | 60 | Students | 25 | 58.00 |
| 9. | Zizak and Reber | 2004 | C: Reber1967 | 0.602 | 60 | Students | 34 | 59.00 |
| 10. | Servan-Schreiber and Anderson | 1990 | C: Reber1967 | 0.602 | 20 | Students | 9 | 68.90 |
| 11. | Rosas et al. | 2010 | C: Reber1967 | 0.602 | 16 | 7.31 | 15 | 47.00 |
| 12. | Poznanski and Tzelgov | 2010 | C: Reber1967 | 0.602 | 160 | Students | 12 | 67.50 |
| 13. | Conway and Christiansen | 2006 | C: Reber1967 | 0.602 | 54 | Students | 10 | 62.00 |
| 14. | Skosnik et al. | 2002 | D: Skosnik2002 | 0.603 | 50 | Students | 23 | 65.10 |
| 15. | Skosnik et al. | 2002 | D: Skosnik2002 | 0.603 | 50 | Students | 23 | 57.40 |
| 16. | Peigneux et al. | 1999 | E: Meulemans1997 | 0.686 | 51 | 63 | 17 | 56.13 |
| 17. | Danion et al. | 2001 | E: Meulemans1997 | 0.686 | 51 | 33.7 | 14 | 74.80 |
| 18. | Conway and Christiansen | 2006 | F: Conway2006 | 0.716 | 54 | Students | 10 | 66.00 |
| 19. | Conway and Christiansen | 2006 | F: Conway2006 | 0.716 | 54 | Students | 10 | 58.00 |
| 20. | Pavlidou et al. | 2009 | G: Knowlton1996 | 0.740 | 69 | 6.48 | 16 | 59.37 |
| 21. | Knowlton and Squire | 1996 | G: Knowlton1996 | 0.740 | 46 | 63.8 | 18 | 63.50 |
| 22. | Chang and Knowlton | 2004 | G: Knowlton1996 | 0.740 | 46 | Students | 30 | 62.50 |
| 23. | Chang and Knowlton | 2004 | G: Knowlton1996 | 0.740 | 46 | Students | 35 | 64.70 |
| 24. | Don et al. | 2003 | G: Knowlton1996 | 0.740 | 48 | 23 | 27 | 66.00 |
| 25. | Pavlidou et al. | 2010 | G: Knowlton1996 | 0.740 | 8 | 9.3 | 16 | 55.00 |
| 26. | Pavlidou and Williams | 2010 | G: Knowlton1996 | 0.740 | 8 | Children up to 12 | 16 | 60.00 |
| 27. | Pothos and Kirk | 2004 | G: Knowlton1996 | 0.740 | 69 | Students | 74 | 49.00 |
| 28. | Pothos et al. | 2006 | G: Knowlton1996 | 0.740 | 60 | Students | 10 | 67.20 |
| 29. | Pothos et al. | 2006 | G: Knowlton1996 | 0.740 | 60 | Students | 10 | 64.80 |
| 30. | Horan et al. | 2008 | G: Knowlton1996 | 0.740 | 46 | 18–25 | 43 | 58.00 |
| 31. | Pothos and Bailey | 2000 | G: Knowlton1996 | 0.740 | 69 | Students | 24 | 59.00 |
| 33. | Pothos et al. | 2006 | H: Reber1978 | 0.761 | 60 | Students | 20 | 55.40 |
| 33. | Pothos et al. | 2006 | H: Reber1978 | 0.761 | 60 | Students | 20 | 53.30 |
| 34. | Pothos | 2005 | H: Reber1978 | 0.761 | 40 | Students | 16 | 61.87 |
| 35. | Rüsseler et al. | 2006 | H: Reber1978 | 0.761 | 20 | 32.75 | 12 | 64.10 |
| 36. | Perruchet and Pacteau | 1990 | H: Reber1978 | 0.761 | 20 | Students | 30 | 63.30 |
| 37. | Reber and Perruchet | 2003 | H: Reber1978 | 0.761 | 20 | Students | 15 | 55.60 |
| 38. | Reber and Perruchet | 2003 | H: Reber1978 | 0.761 | 20 | Students | 15 | 56.20 |
| 39. | Reber and Perruchet | 2003 | H: Reber1978 | 0.761 | 20 | Students | 20 | 55.30 |
| 40. | Smith et al. | 2001 | H: Reber1978 | 0.761 | 23 | 68.36 | 14 | 57.90 |
| 41. | de Vries et al. | 2009 | H: Reber1978 | 0.761 | 100 | 22.6 | 20 | 66.40 |
| 42. | Jamieson and Mewhort | 2010 | H: Reber1978 | 0.761 | 20 | Students | 39 | 60.00 |
| 43. | Jamieson and Mewhort | 2010 | H: Reber1978 | 0.761 | 40 | Students | 47 | 63.00 |
| 44. | Knowlton and Squire | 1994 | I: Brooks1991 | 0.856 | 16 | 62.4 | 6 | 62.50 |
| 45. | Knowlton and Squire | 1994 | I: Brooks1991 | 0.856 | 16 | 64.9 | 11 | 60.90 |
| 46. | Meulemans and Van der Linden | 1997 | I: Brooks1991 | 0.856 | 16 | Students | 20 | 55.60 |
| 47. | Meulemans and Van der Linden | 1997 | I: Brooks1991 | 0.856 | 32 | Students | 20 | 54.10 |
| 48. | Higham | 1997b | I: Brooks1991 | 0.856 | 32 | Students | 20 | 58.00 |
| 49. | Gebauer and Mackintosh | 2007 | I: Brooks1991 | 0.856 | 60 | 11–32 | 103 | 66.42 |
| 50. | Tunney | 2005 | I: Brooks1991 | 0.856 | 32 | 19.42 | 42 | 58.00 |
| 51. | Newell and Bright | 2003 | I: Brooks1991 | 0.856 | 80 | Students | 30 | 51.30 |
| 52. | Higham | 1997a | I: Brooks1991 | 0.856 | 48 | Students | 24 | 64.00 |
| 53. | Higham | 1997a | I: Brooks1991 | 0.856 | 48 | Students | 40 | 50.00 |
| 54. | Higham | 1997a | I: Brooks1991 | 0.856 | 48 | Students | 40 | 52.00 |
| 55. | Witt and Vinter | 2011a | J: Witt2011 | 0.916 | 48 | 5–7 | 40 | 50.00 |
| 56. | Witt and Vinter | 2011b | J: Witt2011 | 0.916 | 48 | 5–7 | 10 | 50.00 |
AGL, artificial grammar learning. The different grammar charts (A through J) can be seen on Figure 1. TE, topological entropy. Number of stimuli = amount of test items (strings). Students = university students. The 10 charts are presented in ascending order of complexity.