Processing Subject-Object Ambiguities in the L2: A Self-Paced Reading Study With German L2 Learners of Dutch
By Else M. Havik, Leah Roberts, Roeland van Hout, Rob Schreuder, Marco Haverkort. 2009
123 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/821aa595c4d56064553bfa8284b60d426073c3a0
How researchers see this paper
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In Cognitive Neuroscience
- Jaemyung Goo
- Annie Tremblay
- Caitlin E. Coughlin
- Michael Harrington
- Alan Juffs
- Claudia Felser
- Ian Cunnings
- Harald Clahsen
In Developmental and Educational Psychology
- Caitlin E. Coughlin
- Jaemyung Goo
- Annie Tremblay
- Michael Harrington
- Alan Juffs
- Claudia Felser
- Ian Cunnings
- Harald Clahsen
In Language and Linguistics
Citations in the corpus
- Aspects of working memory in L2 learning (2011, background): “For example, Havik et al. (2009) investigated German-speaking learners of Dutch in a self-paced reading study that involved object and subject relative clauses.”
- CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING (2012, background): “…considering the fact that previous research has indicated a potential role of WMC in L2 learning (Geva & Ryan, 1993 ; Harrington & Sawyer, 1992 ; Havik et al., 2009 ; Kormos & Sáfár, 2008 ; Miyake & Friedman, 1998 ; Robinson, 2005 a, 2005 b; Sagarra, 2007 , 2008 ; Skehan, 2002 ; Tokowicz et…”
- Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, background): “Havik et al. (2009) also report WM effects in their study on the processing of subject–object relative clause ambiguities by German L2 learners of English.”