The neural basis of lexicon and grammar in first and second language: the declarative/procedural model

By Michael T. Ullman. 2001

735 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/35572d396c7043c8860d059c5a6b7cc04298125a

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Citations in the corpus

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “…developing knowledge of and skills in the second language” (DeKeyser, 2007 , p. 1), has shown its positive impact on L2 development in neurocognitive and neurolinguistic research as well (Paradis, 2004 , 2009 ; Ullman, 2001 , 2005 ), and some researchers have adapted the theory to CF effectiveness.”
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…can be teased apart, whether they be called implicit/explicit (DeKeyser, 2000; Paradis, 2009), conscious/unconscious (Abrahamsson, 2012), declarative/procedural (Ullman, 2001, 2005; see also Paradis, 2009), or representation/processing (Hopp, 2009, 2010; Juffs & Harrington, 1995; McDonald, 2006).”
Declarative and procedural memory as individual differences in second language acquisition* (2013, background): “The procedural memory system is supported by particular brain structures, including frontal lobe/basal ganglia circuits as well as certain portions of the cortex and the cerebellum (for more information, see Ullman, 2001, 2004).”
Bilingual language production: The neurocognition of language representation and control (2007, background): “Production in L2 compared to L1 will be mediated by ARTICLE IN PRESS explicit, metalinguistic knowledge rather than by implicit grammatical competence that is procedurally represented (Paradis, 1994, 2004; Ullman, 2001, 2004).”
Electrophysiological correlates of second language processing (2005, positive): “Theories – such as the revised hierarchical model (Kroll and Stewart, 1994), which predicts problems with categorical-semantic processing in (less advanced) L2 speakers, or the declarative/procedural model (Ullman, 2001), which hypothesizes an increased reliance on lexical storage based processes as”
Specific language impairment is not specific to language: the procedural deficit hypothesis. (2005, positive): “…factors such as frequency, in both expressive (Gopnik and Crago, 1991; Leonard et al., 1992b; Oetting and Horohov, 1997; Rice et al., 1995; Ullman and Gopnik, 1999; van der Lely and Ullman, 2001) and receptive (Gopnik, 1994; Ullman and Gopnik, 1999; van der Lely and Ullman, 1996) language tasks.”
Parsing and Working Memory in Bilingual Sentence Processing (2016, background): “Ullman (2001, 2005, 2015) describes L1/L2 differences in terms of differing reliance on declarative memory, which subserves lexical storage, and procedural memory, which subserves the computation of grammatical rules.”
Language attrition at the crossroads of brain, mind, and society (2007, background): “Among these, the distinction between procedural and declarative memory (Paradis 1994; Ullman 2001) is of particular interest for attrition research (see below section 2.1.2).”
Structural priming: a critical review. (2008, background): “For example, Ullman (2001) proposed that L1 speakers have largely declarative knowledge of the lexicon, but largely procedural knowledge of grammar (essentially, because it constitutes tacit rules about how to combine words).”
Cognitive and social forces in dialect shift: Gradual change in London Asian speech (2011, background): “The strong and weak hypotheses outlined are both treated as “cognitive” here because both place the locus of (socio-)linguistic change at the point of transition from non-nativeness to nativeness, a cognitive contrast associated with distinct brain functioning (Ullman, 2001).”
Grammatical processing in language learners (2006, background): “There are four L2 studies employing speeded production or grammaticality judgment tasks to investigate the processing of inflected words (Beck, 1997; Birdsong & Flege, 2000; Brovetto & Ullman, 2001; Lalleman, van Santen, & van Heuven, 1997).”
THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING (2012, background): “Some dual-route models of L2 learning (Paradis, 1994; Ullman, 2001, 2005) nevertheless do allow for the possibility that vocabulary and grammar learning depend on the same mechanisms at the earliest stages of L2 learning.”
Cross-linguistic structural priming in multilinguals: further evidence for shared syntax (2016, methodology): “A final model of this kind was proposed by Ullman (2001). According to that model, syntactic processing in L1 and L2 is carried out by two qualitatively different but connected systems, each with a different neural basis.”