Phonological memory and rule learning

By John N. Williams, Peter Lovatt. 2003

167 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b7d5eb104e62b9be8880604d1682fec7bf84f66f

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. Kirsten M. Hummel
2. Michael Harrington
3. L. French
4. Barbara F. Freed
5. Judit Kormos
6. I. O’Brien
7. Peter Robinson
8. Alan Juffs

In Developmental and Educational Psychology

1. Kirsten M. Hummel
2. Judit Kormos
3. Alan Juffs
4. Michael Harrington
5. Peter Robinson
6. I. O’Brien
7. N. Segalowitz
8. Naoko Taguchi

Citations in the corpus

• INTERPRETING RECASTS AS LINGUISTIC EVIDENCE: The Roles of Linguistic Target, Length, and Degree of Change (2007, unknown): “In addition to linguistic targets and interactional contexts, length and number of changes might influence learners’ interpretations of recasts+ The second research question addressed this issue+ Because the preponderance of previous work on these recast features employed indirect measures of learne”
• Phonological memory and children's second language grammar learning (2008, background): “Direct evidence that phonological memory may be related to grammatical development is provided by experimental studies requiring the learning and generalization of an artificial/novel grammar by both children (Daneman & Case, 1981) and adults (Williams & Lovatt, 2003).”
• Aptitude, phonological memory, and second language proficiency in nonnovice adult learners (2009, result): “The still significant relationship between PM and L2 grammar skill in this study, although weak, confirms other research (e.g., French & O’Brien, 2008; Williams & Lovatt, 2003) that has indicated links between PM and aspects of grammatical rule learning.”
• Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners (2006, background): “With regard to L2 grammar acquisition, PM is implicated in the ability of children (Daneman & Case, 1981) and adults ( Williams & Lovatt, 2003 ) to learn and generalize novel grammar learned in the laboratory.”
• Aspects of working memory in L2 learning (2011, background): “…writing (Adams & Guillot 2008), sentence processing (Juffs 2004; Felser & Roberts 2007), speaking (Fortkamp 1999; O’Brien et al. 2006), vocabulary development (Papagno & Vallar 1995; Cheung 1996), learning grammar (Williams & Lovatt 2003) and the processing of input and intake (Mackey et al. 2002).”
• APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…to learning conditions, with the aim of investigating the interaction of individual differences variables with specific learning processes in both the shorter (de Graaff, 1997; Robinson, 1997a, 1997b; Williams, 1999; Williams & Lovatt, 2003) and longer term (Robinson, 2002c, in press b).”
• The role of individual differences in L2 writing (2012, background): “…important determinant of writing success, because longer phonological short-term memory span can assist in the formulation of longer and more complex phrasal and sentence structures (e.g. Williams & Lovatt, 2003), in presenting ideas in a logical and cohesive manner, and in editing (Kellogg, 1999).”