The role of proficiency and working memory in gender and number agreement processing in L1 and L2 Spanish

By Nuria Sagarra, Julia Herschensohn. 2010

207 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/868a228b6ac7ede5b1a50128f37350d05d688f31

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, methodology): “This would also be consistent with the findings of the previous studies on L2 learners’ processing of agreement morphology (e.g., Havik et al., 2009; McDonald, 2006; Sagarra, 2007; Sagarra & Herschensohn, 2010).”
Aspects of working memory in L2 learning (2011, background): “Most recently, Sagarra & Herschensohn (2010) tested the hypothesis that English-speaking learners of L2 Spanish will be unable to process gender agreement features in noun phrases with determiners and agreement because English does not have noun classes, whereas they will be able to process number…”
Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability (2013, background): “…findings resonate with research investigating sensitivity to gender agreement within the violation paradigm tracking reading times (Keating, 2009; Sagarra and Herschensohn, 2010) or ERP signatures in natural (Gabriele et al., 2012; Gillon Dowens et al., 2010) and artificial (Morgan-Short et al.…”
Parsing and Working Memory in Bilingual Sentence Processing (2016, unknown): “…L2 processing of different morphosyntactic agreement features (Alemán-Bañón, Fiorentino & Gabriele, 2014; Chen, Shu, Liu, Zhao & Li, 2007; Coughlin & Tremblay, 2013; Foote, 2011; Foucart & Frenck-Mestre, 2012; Jiang, 2004, 2007; Keating, 2009, 2010; Sagarra & Herschensohn, 2010, 2011, 2013).”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, background): “…is in line with (1) theoretical claims that processing demands, and thus, the role of WM, are greater in immersion settings (e.g. McDonald, 2006; Sagarra and Herschensohn, 2010), as well as (2) previous research that has found WM to be relevant for learners with immersion experience, but not…”
Learning (not) to predict: Grammatical gender processing in second language acquisition (2016, background): “, 2010, 2011), proficiency (Gabriele et al., 2013; Sagarra and Herschensohn, 2010) as well as with working memory capacity (Keating, 2010; see also Foote, 2011).”
Consequences of the Now-or-Never bottleneck for signed versus spoken languages (2015, methodology): “The term “computational procedure” is also used by Sagarra and Herschensohn (2010), but they viewed such procedures as developing “in tandem with the growing grammatical competence” (p. 2022).”
TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE (2015, unknown): “Sensitivity to grammatical violations has been measured more commonly using self-paced reading (SPR; see Coughlin & Tremblay, 2013 ; Jiang, Novokshanova, Masuda, & Wang, 2011 ; Roberts & Liszka, 2013 ; Sagarra & Herschensohn, 2010 ; and VanPatten, Keating, & Leeser, 2012 , for recent examples).”