Declarative and procedural memory as individual differences in second language acquisition*

By K. Morgan‐Short, Mandy Faretta-Stutenberg, Katherine Brill-Schuetz, Helen S. Carpenter, Patrick C. M. Wong. Bilingualism: Language and Cognition, 2013

134 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/a2fde78c9ec472f041f1a2c3b4a498619941316f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. K. Morgan‐Short
2. Mandy Faretta-Stutenberg

In Developmental and Educational Psychology

1. K. Morgan‐Short
2. Mandy Faretta-Stutenberg
3. S. Montrul
4. Elvis Wagner

In Language and Linguistics

1. K. Morgan‐Short
2. Mandy Faretta-Stutenberg
3. S. Montrul
4. Elvis Wagner

Citations in the corpus

• The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, methodology): “…1, RMI: r = .597, p = .011) and with behavioral performance (Experiment 2, GJT d': r = .687, p = .009), which is in line with these specific theoretical predictions as well as with previous research (Carpenter et al., 2009; Hamrick, 2015; Morgan-Short et al., 2014; Morgan-Short et al., 2015b).”