Journal ArticleDOI
Memory, Attention, and Inductive Learning
TLDR
Three experiments investigated the relationship between memory for input and inductive learning of morphological rules relating to functional categories in a semiartificial form of Italian to suggest that knowledge of distributional rules does not simply emerge out of memory encodings of the relevant forms but depends upon the appropriate allocation of attention over relationships between input elements at the time of encoding.Abstract:
Three experiments investigated the relationship between memory for input and
inductive learning of morphological rules relating to functional categories in a semiartificial form
of Italian. A verbatim memory task was used as both the vehicle for presenting sentences and as a
continuous measure of memory performance. Experiments 2 and 3 introduced increasingly
explicit manipulations of attention to form compared to Experiment 1. In all experiments there
were strong relationships between individual differences in memory for input as measured early
in the experiment and eventual learning outcomes, and in Experiments 2 and 3 learning
form-form (but not form-function) rules was related to vocabulary learning efficiency (taken as a
measure of phonological long-term memory ability). These relationships along with the lack of
an effect of feedback in Experiment 3 suggest that subjects tended to adopt a data-driven, as
opposed to conceptually driven, mode of learning. However, the fact that the introduction of
highlighting and vocabulary pretraining in Experiment 2 had a large impact on learning without
improving early memory is taken to suggest that knowledge of distributional rules does not
simply emerge out of memory encodings of the relevant forms but depends upon the appropriate
allocation of attention over relationships between input elements at the time of encoding.read more
Citations
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OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS: An Experimental Study on ESL Relativization
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What makes learning second-language grammar difficult? areview of issues
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CONSTRAINTS ON “NOTICING THE GAP”: Nonnative Speakers' Noticing of Recasts in NS-NNS Interaction
TL;DR: The authors investigated the extent to which learners may notice native speakers' reformulations of their IL grammar in the context of dyadic interaction and found that learners noticed over 60-70% of recasts, but accurate recall was constrained by the level of the learner and by the length and number of changes in the recast.
Theory and Practice in Language Studies
TL;DR: In this article, the problems in teaching tenses to Turkish students at university level in Turkey have been studied and most frequently occurred errors have been listed and they have been analyzed in detail, which revealed that the reasons for these errors mostly derive from mother tongue interference and lack of adequate linguistic background.
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Learning without awareness
TL;DR: This paper found that the choice of determiner also depended on the animacy of the noun and found that when faced with a choice between two determiners for a noun, they chose the one that was appropriate to the noun's animacy at significantly above chance levels, even though that combination had never been encountered during training.
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