Novice Learners, Longitudinal Designs, and Event-Related Potentials: A Means for Exploring the Neurocognition of Second Language Processing.

By Lee Osterhout, Judith Mclaughlin, Ilona Pitkänen, C. Frenck-Mestre, Nicola Molinaro. 2006

223 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a12f9061e103add603f0f9fddad97bb935668f71

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Citations in the corpus

Morphosyntactic processing in advanced second language (L2) learners: An event-related potential investigation of the effects of L1–L2 similarity and structural distance (2014, background): “For example, Osterhout et al. (2006) found that English-speaking learners of French became increasingly native-like with subject–verb agreement (similar in L1/L2) as a function of proficiency, but not with article–noun agreement (different in L1/L2).”
Brain Potentials Reveal Discrete Stages of L2 Grammatical Learning (2010, methodology): “Thus, it is difficult to interpret the lack of LAN effects in our learners as evidence of non-native-like processing (see Frenck-Mestre et al., 2009; Osterhout, J. McLaughlin, Kim, Greenwald, & Inoue, 2004; Osterhout et al., 2006, for a more thorough discussion of these issues).”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, methodology): “…to L2 processing, previous research has shown progressions from no ERP effect to an N400 and/or from an N400 to a P600 longitudinally in learners of natural and artificial L2s (McLaughlin et al., 2010; Morgan-Short, Sanz et al., 2010; Morgan-Short, Steinhauer et al., 2012; Osterhout et al., 2006).”
Event-related brain potentials and second language learning: syntactic processing in late L2 learners at different L2 proficiency levels (2010, background): “A second valuable approach to the role of proficiency in the course of individual development is via longitudinal studies of L2 learning (for an extensive discussion, see Osterhout et al., 2006).”
Explicit and Implicit Lexical Knowledge: Acquisition of Collocations Under Different Input Conditions (2013, result): “The fact that implicit knowledge was harder to enhance than explicit knowledge seems to contradict recent ERP evidence from grammar (Osterhout et al., 2006; Tokowicz & MacWhinney, 2005) and vocabulary (J.”
Temporal dynamics of late second language acquisition: evidence from event-related brain potentials (2009, background): “● Stage 3: The third stage is characterized by the beginning of grammaticalization (Osterhout et al. 2006) or proceduralization (for discussion of possible mechanisms along these lines, see DeKeyser, 2005).”
Control mechanisms in bilingual language production: Neural evidence from language switching studies (2008, background): “Although these studies are informative (see Opitz and Friederici, 2004 ) they do not represent the natural course and environment of L2 acquisition and so may not reveal the exact mechanism of acquiring a real L2 (see Osterhout, McLaughlin, Pitkanen, Frenck-Mestre, and Molinaro, 2006 for pioneeri”
Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “In this regard, future studies should employ measures such as semantic priming tasks and event-related potentials, which are known to tap into implicit linguistic knowledge (Chun, Choi, & Kim, 2012; Osterhout et al., 2006; Tokowicz & MacWhinney, 2005; Williams, 2009).”