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Science and Heritage Language Integrated Learning (SHLIL): Evidence for the Effectiveness of an Innovative Science Outreach Program for Migrant Students ...
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Implicit learning and SLA:A cognitive psychology perspective
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Implicit learning and language acquisition:Three approaches, one phenomenon
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Collocational processing in L1 and L2:The effects of word Frequency, collocational frequency, and association
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Learning vocabulary and grammar from cross-situational statistics
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The effects of working memory and declarative memory on instructed second language vocabulary learning:Insights from intelligent CALL
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The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax:Mixed effects models reveal local and global effects on acquisition
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Distinctions in the acquisition of vocabulary and grammar:An individual differences approach
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Distinctions in the acquisition of vocabulary and grammar: An individual differences approach
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Appendix_1 – Supplemental material for The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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Appendix_1 – Supplemental material for The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL ...
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A single paradigm for implicit and statistical learning
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Abstract:
Implicit learning generally refers to the acquisition of structures that, like knowledge of natural language grammar, are not available to awareness. In contrast, statistical learning has frequently been related to learning language structures that are explicitly available, such as vocabulary. In this paper, we report an experimental paradigm that enables testing of both classic implicit and statistical learning in language. The paradigm employs an artificial language comprising sentences that accompany visual scenes that they represent, thus combining artificial grammar learning with cross-situational statistical learning of vocabulary. We show that this methodology enables a comparison between acquisition of grammar and vocabulary, and the influences on their learning. We show that both grammar and vocabulary are promoted by explicit information about the language structure, that awareness of structure affects acquisition during learning, and awareness precedes learning, but is not distinctive at the endpoint of learning. The two traditions of learning – implicit and statistical – can be conjoined in a single paradigm to explore both the phenomenological and learning consequences of statistical structural knowledge.
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URL: https://eprints.lancs.ac.uk/id/eprint/134851/ https://eprints.lancs.ac.uk/id/eprint/134851/1/monaghan_schoetensack_rebuschat_19_topics.pdf https://eprints.lancs.ac.uk/id/eprint/134851/3/Monaghan_et_al_2019_Topics_in_Cognitive_Science.pdf https://doi.org/10.1111/tops.12439
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Simultaneous acquisition of words and syntax:Effects of exposure condition and declarative memory
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Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory
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Interdisciplinary research at the intersection of CALL, NLP, and SLA:methodological implications from an input enhancement project
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