COGNITIVE ABILITIES, CHUNK-STRENGTH, AND FREQUENCY EFFECTS IN IMPLICIT ARTIFICIAL GRAMMAR AND INCIDENTAL L2 LEARNING: REPLICATIONS OF REBER, WALKENFELD, AND HERNSTADT (1991) AND KNOWLTON AND SQUIRE…

By Peter Robinson. Studies in Second Language Acquisition, 2005

143 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2fba1e5735a97d51939bfc538af44e3b52fd9d8a

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Citations in the corpus

APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “This suggests that adult L2 learning under all conditions of exposure is fundamentally similar (Robinson, 1996b, 2001c) because differences in the extent of learning in these conditions are affected by individual differences in the conscious information processing abilities measured by the aptitude…”
CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…to reading comprehension (e.g., Geva & Ryan, 1993 ; Harrington & Sawyer, 1992 ; Walter, 2004 ), grammar learning (e.g., Mackey et al., 2002 ; Robinson, 2005 b; Sagarra, 2007 ; Trofi movich et al., 2007 ), the processing of redundant grammatical forms (Sagarra, 2008 ), syntactic processing…”
Implicit and explicit knowledge in second language acquisition—CORRIGENDUM (2012, background): “3 The observation that adult learners can acquire nonnative syntax without intending to is supported by several studies (e.g., Cleary & Langley, 2007; Rebuschat, 2008; Rebuschat & Williams, 2006, 2009; Robinson, 2005; Williams & Kuribara, 2008).”
Declarative and procedural memory as individual differences in second language acquisition* (2013, background): “…impaired on other procedural tasks are not impaired on artificial grammar learning (e.g., Witt, Nuhsman & Deuschi, 2002), and (b) its relevance to L2 development has been challenged both conceptually and experimentally (Robinson, 2005; VanPatten, 1994). irregular morphological forms, and idioms.”
Statistical Learning and Language: An Individual Differences Study (2012, background): “However, Robinson (2005) reported a negative association between WAIS-R IQ and AGL scores in a group of experienced L2 learners.”
Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field. (2018, background): “separately (because each initial study had different aims and designs and because analyses in the replication were presented separately), then these were coded as unique initial–replication pairs (Chen, 2011; Cobb, 2003; Robinson, 2005).”
THE CONSTRUCT VALIDITY OF LANGUAGE APTITUDE (2015, background): “Third, if two studies by the same author reported data based on the same sample (e.g., Robinson, 2002 , 2005 ; Sparks et al., 2006 , 2009 ), only one was kept in the dataset, to prevent effect size infl ation and Type I error.”
Research into practice: Grammar learning and teaching (2015, unknown): “Whether or not what has been learned incidentally can generalize to new sequences is not clear (Robinson 2005).”