- Mann, W., & Marshall, C. (2012). Investigating deaf children's vocabulary knowledge in British sign language. Language Learning, 62, 1024-1051.
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摘要:This study explores different aspects of the mapping between phonological form and meaning of signs in British Sign Language (BSL) by means of four tasks to measure meaning recognition, form recognition, form recall, and meaning recall. The aim was to investigate whether there is a hierarchy of difficulty for these tasks and, therefore, whether BSL vocabulary acquisition proceeds incrementally, as is the case for spoken languages. Twenty-four deaf participants (aged 5-15 years), all of whom were BSL users, performed with greatest accuracy on meaning recognition and least accurately on meaning recall. The results indicate that signers' knowledge of mapping between form and meaning in BSL signs is not an all-or-nothing phenomenon but depends on what the learner is required to do with that knowledge, as is the case for spoken languages. Adapted from the source document
关键词:nonverbal communication, sign language, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Vocabulary Learning, Meaning, Recall Memory, Deafness, Children, Sign Language
- Fortier, Veronique, Simard, Daphnee, & French, Leif. (2012). The utilization of a measure of phonological memory from a linguistically heterogeneous population of children. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3), 291-315.
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摘要:The goal of this study was to test on a non-francophone population a repetition task of non-words created for a francophone population. A group of heritage language speakers (n = 27) was paired with a group of native speakers of French (n = 27) with a corresponding level of receptive lexical knowledge. The scores of both groups on a task consisting of the repetition of nonwords were compared. An analysis of variance showed that heritage language participants scores were similar to those of native speakers of French, even though their first language was not the one from which the non-words had been formed. The results highlight the potential of using a non-word repetition task with a linguistically heterogeneous population. The findings also suggest that the best measurement of phonological memory may be the number of correct syllables produced, as this may limit the influence of various factors on the task. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, psycholinguistics, phonological processing, Children, Repetition, French, Phonological Short Term Memory, Phonological Processing, Nonnative Speakers, Native Speakers
- Van der Hoeven, N., & de Bot, K. (2012). Relearning in the elderly: Age-related effects on the size of savings. Language Learning, 62, 42-67.
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摘要:This article reports on a study on learning new and relearning forgotten words of French as a foreign language in young (mean age 22.4), middle-aged (mean age 50.3), and elderly speakers (mean age 76.0). The three age groups performed similarly on relearning old words, but the younger learners were significantly better at learning new words. Data from a questionnaire on contact with French and a working-memory test showed that neither diminished language contact nor age-related decline in working memory can be seen as single factors explaining differences between learning and relearning. The decline in older adults' ability to learn new lexical information is discussed in terms of theories explaining age-related memory deficits and conceived of as an age-related deficiency to form associations between unrelated concepts. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Learning Processes, Aging, Age Effects, Elderly, French, Short Term Memory, French as a Second Language Learning, Vocabulary Learning
- Bolger, P., & Zapata, G. (2011). Semantic categories and context in L2 vocabulary learning. Language Learning, 61, 614-646.
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摘要:This article extends recent findings that presenting semantically related vocabulary simultaneously inhibits learning. It does so by adding story contexts. Participants learned 32 new labels for known concepts from four different semantic categories in stories that were either semantically related (one category per story) or semantically unrelated (four categories per story). They then completed a semantic-categorization task, followed by a stimulus-match verification task in an eye-tracker. Results suggest that there may be a slight learning advantage in the semantically unrelated condition. However, our findings are better interpreted in terms of how learning occurred and how vocabulary was processed afterward. Additionally, our results suggest that contextual support from the stories may have surmounted much of the disadvantage attributed to semantic relatedness.
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Language Teaching Methods, Eye Movements, Semantic Categories, Vocabulary Learning
- Strapp, C. M., Helmick, A. L, Tonkovich, H. M., & Bleakney, D. M. (2011). Effects of Negative and positive evidence on adult word learning. Language Learning, 61, 506-532.
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摘要:This study compared negative and positive evidence in adult word learning, predicting that adults would learn more forms following negative evidence. Ninety-two native English speakers (32 men and 60 women [M age = 20.38 years, SD = 2.80]), learned nonsense nouns and verbs provided within English frames. Later, participants produced plural and past tense forms for the irregular nouns and verbs following negative or positive evidence. As anticipated, correct production followed negative evidence, and errors followed positive evidence. Additionally, participants learned more verbs than nouns. Implications for first and second language learning are discussed.
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Nouns, Adults, Verbs, Vocabulary Learning, Negative Evidence, Second Language Learning, Native Language Acquisition
- Tremblay, A., Derwing, B., Libben, G., & Westbury, C. (2011). Processing advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks. Language Learning, 61, 569-613.
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摘要:This article examines the extent to which lexical bundles (LBs; i.e., frequently recurring strings of words that often span traditional syntactic boundaries) are stored and processed holistically. Three self-paced reading experiments compared sentences containing LBs (e.g., in the middle of the) and matched control sentence fragments (e.g., in the front of the). LBs and sentences containing LBs were read faster than the control sentence fragments in all three experiments. Two follow-up word and sentence recall experiments demonstrated that more sentences containing LBs were correctly remembered. Consistent with construction-type models of language, these results suggest that regular multiword sequences leave memory traces in the brain. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Psycholinguistics, Memory, Reading Comprehension, Reading Processes
- Trude, A. M., & Tokowicz, N. (2011). Negative transfer from Spanish and English to Portuguese pronunciation: The roles of inhibition and working memory. Language Learning, 61, 259-280.
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摘要:We examined negative transfer from English and Spanish to Portuguese pronunciation. Participants were native English speakers, some of whom spoke Spanish. Participants completed a computer-based Portuguese pronunciation tutorial and then pronounced trained letter-to-sound correspondences in unfamiliar Portuguese words; some shared orthographic form with their translation in Spanish or Spanish and English. Spanish-speaking participants were more accurate and made more Spanish-like than English-like errors. Contrary to predictions, non-Spanish speakers made more Spanish-like than English-like errors on cognates. Participants with higher working memory were more accurate and made more Spanish-sounding errors on cognates. The results suggest that the first language is inhibited during second-language production and that higher working memory is associated with an improved ability to inhibit the first language. Adapted from the source document
关键词:applied linguistics, non-native language learning languages other than English, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Spanish, English, Second Language Learning, Pronunciation, Portuguese as a Second Language, Portuguese, Grapheme Phoneme Correspondence, Transfer Learning, Short Term Memory
- Laufer, B., & Rozovski-Roitblat, B. (2011). Incidental vocabulary acquisition: The effects of task type, word occurrence and their combination. Language Teaching Research, 15(4), 391-411.
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摘要:We investigated how long-term retention of new words was affected by task type, number of word occurrences in the teaching materials and the combination of the two factors. The tasks were: reading a text with occasional Focus on Form when learners used dictionaries (T+F), or reading a text with Focus on Forms, i.e. word focused exercises (T+Fs). The words occurred 2-3, 4-5, and 6-7 times. Consequently, there were six conditions that reflected the 2 * 3 'task * occurrence' combinations. Learners were exposed to 60 target words, 10 words in each condition during a 13-week course of study, and were subsequently tested on them by two unannounced tests: passive recall and passive recognition. An increase in word occurrence was found to have an effect on retention in T+Fs only. Starting with 4 occurrences, T+Fs fared better than T+F. Task type effect was superior to the effect of word occurrence in recall only (2 word exercises fared better than 6-7 occurrences in text). The value of word-focused practice was also confirmed by learners' responses to an introspective questionnaire. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, non-native language instruction languages other than English, Language Teaching Methods, Vocabulary Instruction, Dictionaries, Language Teaching Materials, Vocabulary Learning, Second Language Learning, Recognition
- Kissling, E. M. (2012). Cross-linguistic differences in the immediate serial recall of consonants versus vowels. Applied Psycholinguistics, 33(3), 605-621.
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摘要:The current study investigated native English and native Arabic speakers' phonological short-term memory for sequences of consonants and vowels. Phonological short-term memory was assessed in immediate serial recall tasks conducted in Arabic and English for both groups. Participants (n = 39) heard series of six consonant-vowel syllables and wrote down what they recalled. Native speakers of English recalled the vowel series better than consonant series in English and in Arabic, which was not true of native Arabic speakers. An analysis of variance showed that there was an interaction between first language and phoneme type. The results are discussed in light of current research on consonant and vowel processing. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Consonants, Vowels, Serial Recall, Arabic, English, Phonological Short Term Memory, Language Processing, Phonemes
- Winskel, H. (2011). Orthographic and phonological parafoveal processing of consonants, vowels, and tones when reading Thai. Applied Psycholinguistics, 32(4), 739-759.
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摘要:Four eye movement experiments investigated whether readers use parafoveal input to gain information about the phonological or orthographic forms of consonants, vowels, and tones in word recognition when reading Thai silently. Target words were presented in sentences preceded by parafoveal previews in which consonant, vowel, or tone information was manipulated. Previews of homophonous consonants (Experiment 1) and concordant vowels (Experiment 2) did not substantially facilitate processing of the target word, whereas the identical previews did. Hence, orthography appears to be playing the prominent role in early word recognition for consonants and vowels. Incorrect tone marker previews (Experiment 3) substantially retarded the subsequent processing of the target word, indicating that lexical tone plays an important role in early word recognition. Vowels in VOP (Experiment 4) did not facilitate processing, which points to vowel position being a significant factor. Primarily, orthographic codes of consonants and vowels (HOP) in conjunction with tone information are assembled from parafoveal input and used for early lexical access. Adapted from the source document
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Phonological Processing, Grapheme Phoneme Correspondence, Reading Processes, Consonants, Vowels, Tone, Thai, Lexical Access, Word Recognition
- Dich, N. (2011). Individual differences in the size of orthographic effects in spoken word recognition: The role of listeners' orthographic skills. Applied Psycholinguistics, 32(1), 169-186.
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摘要:The goal of this study was to test the hypothesis that the extent to which orthography affects spoken word recognition in literate adults is related to their spelling proficiency. The study included two components: an auditory lexical decision task manipulating orthographic consistency of the stimuli and a spelling test. The results replicated previously found effects of orthographic consistency on the accuracy and latency of lexical decisions. The size of the orthographic effect in the auditory task was estimated for each participant. The variability in the orthographic effect size among participants was partially explained by their spelling skills. Possible interpretations of this finding and methodological implications for future research are discussed. Adapted from the source document
关键词:applied linguistics, writing instruction, acquisition, processes, and testing, Orthography, Speech Perception, Recognition, Individual Differences, Spelling, Writing Ability, Lexical Decision Task, Response Time Psychology
- Isaacs, T., Trofimovich, P. (2011). Phonological memory, attention control, and musical ability: Effects of individual differences on rater judgments of second language speech. Applied Psycholinguistics, 32(1), 113-140.
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摘要:This study examines how listener judgments of second language speech relate to individual differences in listeners' phonological memory, attention control, and musical ability. Sixty native English listeners (30 music majors, 30 nonmusic majors) rated 40 nonnative speech samples for accentedness, comprehensibility, and fluency. The listeners were also assessed for phonological memory (serial recognition), attention control (trail making), and musical aptitude. Results showed that music majors assigned significantly lower scores than nonmusic majors solely for accentedness, particularly for low ability second language speakers. However, the ratings were not significantly affected by individual differences in listeners' phonological memory and attention control, which implies that these factors do not bias listeners' subjective judgments of speech. Implications for psycholinguistic research and for high-stakes speaking assessments are discussed. Adapted from the source document
关键词:psycholinguistics, psychoacoustics/speech perception, Memory, Phonological Processing, Attention, Music, Nonnative Speakers, Speech Perception, Judgement, Recognition, Psycholinguistics, English
- Biedron, A., & Szczepaniak, A. (2012). Working memory and short-term memory abilities in accomplished multilinguals. The Modern Language Journal, 96, 290-306.
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摘要:The role of short-term memory and working memory in accomplished multilinguals was investigated. Twenty-eight accomplished multilinguals were compared to 36 mainstream philology students. The following instruments were used in the study: three memory subtests of the Wechsler Intelligence Scale (Digit Span, Digit-Symbol Coding, and Arithmetic, which constitute a memory and resistance to distraction index); two short-term memory tests of the Modern Language Aptitude Test (Part I [NumberLearning] and Part V [PairedAssociates]); and the verbal Intelligence Quotient (IQ), the nonverbal IQ, the general IQ, and a working memory test, the Polish Reading Span (PRSPAN). The results of the accomplished multilinguals were compared to the results of 1st-year English philology students (mainstream). The analysis revealed that short-term memory and working memory abilities in the accomplished multilinguals were higher than in the mainstream philology students. Results might contribute to the understanding of the controversial role of working memory and short-term memory abilities in accomplished multilinguals. A suggestion that the two components of working memory (the phonological loop and the central executive) are significant factors in determining the outcome of learning a foreign language is discussed. Adapted from the source document
关键词:psycholinguistics, bilingual language processing, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Multilingualism, Short Term Memory
- Kasahara, K. (2011). The effect of known-and-unknown word combinations on intentional vocabulary learning. System, 39(4), 491-499.
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摘要:The purpose of this study is to examine whether learning a known-and-unknown word combination is superior in terms of retention and retrieval of meaning to learning a single unknown word. The term 'combination' in this study means a two-word collocation of a familiar word and a word that is new to the participants. Following the results of Kasahara (2010), the study predicted that attaching a known word to a word to be remembered could help learners to retain and retrieve the meaning of the target word. Sixty-six university students took part in the experiment. They were divided into two groups with the same vocabulary size. One group was told to remember the 20 target words; the other was told to remember the 20 two-word collocations (known words + the target words). Each group was asked to define the meaning of the target words or the collocations respectively in immediate and delayed tests. The results of both tests revealed that the collocations allowed significantly better retention and retrieval of the meanings than the single target words. [Copyright Elsevier Ltd.]
关键词:psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, Word Meaning, Collocations, College Students, Vocabulary Learning
- Bao, Mingzhen, Egi, T., & Han, Ye. (2011). Classroom study on noticing and recast features: Capturing learner noticing with uptake and stimulated recall. System, 39(2), 215-228.
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摘要:Research has shown that various features of recasts, such as length, intonation, and linguistic target, influence learners' ability to notice the recasts. Noticing has typically been measured using a performance (e.g., uptake) or introspective (e.g., stimulated recall) measure, however, little research has examined how these measures compare in their effectiveness in capturing learner noticing. The current study investigated the extent to which uptake and stimulated recall may capture learners' noticing of recasts, and the relationship between recast features (length, form, number of changes, intonation, error type, and directness) and learners' noticing in the form of verbal reporting and of uptake. Twenty-five ESL learners participated in teacher-fronted classroom interactions, which were immediately followed by a stimulated recall interview. During the interview, learners reported their thoughts at the time of interaction while watching recast episodes that occurred during the interaction. The results indicated that the rate of noticing was substantially higher when it was measured by stimulated recall than when was measured by uptake. When noticing was measured by stimulated recall, recasts with rising intonation were the only significant predictor of learners' noticing. [Copyright Elsevier Ltd.]
关键词:applied linguistics, English as a second/foreign language learning, psycholinguistics, verbal learning paired associate, serial learning, memory, recognition, English as a Second Language Learning, Classroom Communication, Students, Recall Memory, Attention, Second Language Teachers