Attention and Memory during SLA

By Peter Robinson. 2008

393 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/8f1190fc851752e16e46dc28152e76e33f80460d

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Citations in the corpus

Processing and learning of enhanced English collocations: An eye movement study (2017, background): “…saliency provided by textual enhancement encourages L2 learners to spend more time processing the target linguistic features (e.g. grammar and lexis, including collocations), resulting in better learning and recall of such features (Long, 1991; Robinson, 2003; Schmidt, 2001; VanPatten, 2002).”
Task-Based Language Learning (2011, background): “The research found that in narrative performance on the task that has tight structure (and so is simple on what Robinson (2003a) called this resource-dispersing dimension of cognitive demand) and that has two storylines (and so is simultaneously complex on this resource-directing dimension of task…”
THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION (2013, background): “…novel, as this study showed with this particular type of form and this type of enhancement, enhancement may only lead to initial detection (see Robinson, 2003 ); the teacher or textbook may need to provide the extra information through explicit instruction for the form to become…”
Oral corrective feedback in second language classrooms (2012, background): “…to which CF engages learners in a cognitive comparison (Ellis 1994) or in ‘focused input analysis’ (Ellis 2005: 328; for theoretical discussion of noticing and L2 development, see Schmidt 1990, 1995; Tomlin & Villa 1994; Robinson 1995, 2003; VanPatten 1996; Skehan 1998; Doughty 2001; Gass 2004).”
Complexity, accuracy and fluency in second language acquisition (2009, background): “A different view is proposed by Robinson (2001, 2003) who claims that learners can simultaneously access multiple and non-competitional attentional pools; as a result manipulating task complexity by increasing the cognitive demands of a task can lead to simultaneous improvement of complexity and…”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “In particular, task complexity manipulations that can prompt increased attention to L2 form–meaning mappings (Robinson, 2003; Skehan, 1998) might more likely be associated with the incidence of such LREs.”
AN EYE FOR WORDS (2013, background): “Richard Schmidt ( 1990 , 1994 , 1995 ) has placed greater emphasis on awareness (but see Schmidt, 2001 ), whereas Peter Robinson ( 1995 , 2003 ) favors an attentional account in which awareness is a by-product of focal attention (i.e., is epiphenomenal), and Tomlin and Villa ( 1994 ), Truscott (…”
Raising language awareness in peer interaction: a cross-context, cross-methodology examination (2012, background): “The cognitive process of noticing entails attention and awareness (Svalberg, 2007), although the degree of consciousness necessary during input processing is debatable (Gass, 1991; Gass & Varonis, 1994; Posner & Rothbart, 1992; Robinson, 1995, 2003; Tomlin & Villa, 1994; Wickens, 1989).”
Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “…is that attention is a necessary condition for language learning (e.g. Robinson, 2003; Schmidt, 1990; 1994; 2001; Sharwood Smith, 1993; VanPatten & Cadierno, 1993), there is disagreement on the level of awareness that should be involved (e.g. Robinson, 2003; Schmidt, 2001; Tomlin & Villa, 1994).”
Co-Creation Experiences: Attention and Memorability (2016, background): “Attention is commonly defined as the selection of particular stimuli out of the many pervading an environment, for that reason facilitating mental processing of some while inhibiting others (Chun & Turk-Browne, 2007; Clark, 1997; Ocasio, 2011; Robinson, 2001).”
MEASURING COGNITIVE TASK DEMANDS USING DUAL-TASK METHODOLOGY, SUBJECTIVE SELF-RATINGS, AND EXPERT JUDGMENTS (2015, background): “The results of Sasayama (2013) and Révész et al (2014) suggest that dual-task”
Modality of input and vocabulary acquisition (2010, background): “Because their attentional capacity is limited, learners have to use attention selectively (Robinson, 2003; Wickens, 2007).”
The Development of Complexity, Accuracy, and Fluency in Second Language Performance: A Longitudinal Study (2017, background): “Even researchers who reject a single-source capacity limitation accept that trade-off effects may be found in language performance, explained by attentional control and interference (Robinson 2003).”