  In language learning in the limit we investigate computable devices
(learners) learning formal languages. Through the years, many natural
restrictions have been imposed on the studied learners. As such, monotonic
restrictions always enjoyed particular attention as, although being a natural
requirement, monotonic learners show significantly diverse behaviour when
studied in different settings. A recent study thoroughly analysed the learning
capabilities of strongly monotone learners imposed with memory restrictions and
various additional requirements. The unveiled differences between explanatory
and behaviourally correct such learners motivate our studies of monotone
learners dealing with the same restrictions.
  We reveal differences and similarities between monotone learners and their
strongly monotone counterpart when studied with various additional
restrictions. In particular, we show that explanatory monotone learners,
although known to be strictly stronger, do (almost) preserve the pairwise
relation as seen in strongly monotone learning. Contrasting this similarity, we
find substantial differences when studying behaviourally correct monotone
learners. Most notably, we show that monotone learners, as opposed to their
strongly monotone counterpart, do heavily rely on the order the information is
given in, an unusual result for behaviourally correct learners.
