10. Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfield and Hernstadt (1991)

By Peter Robinson. 2002

113 citations recorded by the source corpus.

Subfields: Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b95a55555f8bfd15f4bf0a8cf6ab28885300364f

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In Sociology and Political Science

Citations in the corpus

COGNITIVE ABILITIES, CHUNK-STRENGTH, AND FREQUENCY EFFECTS IN IMPLICIT ARTIFICIAL GRAMMAR AND INCIDENTAL L2 LEARNING: REPLICATIONS OF REBER, WALKENFELD, AND HERNSTADT (1991) AND KNOWLTON AND SQUIRE (1996) AND THEIR RELEVANCE FOR SLA (2005, background): “…~e+g+, N+ Ellis, 2001! and the claim that working memory forms part of the aptitude complex for learning from incidental exposure to written input ~Robinson, 2001, 2002b!+ Given that learners with greater working memory capacity perform better in incidental L2 learning, it could be argued…”
THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING (2012, methodology): “Robinson (2002) used a reading span task to measure WM and found it was related to the incidental learning of Samoan grammatical structures.”
Aptitude, phonological memory, and second language proficiency in nonnovice adult learners (2009, background): “Robinson argues (2005) that results from these studies as well as others (e.g., Robinson, 2002) indicate that although conventional measures of aptitude (such as the MLAT subtests) are suitable for predicting successful learning in some exposure conditions, they need to be supplemented by other…”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “Mackey, Philp, Egi, Fujii, and Tomoaki (2002) found that adult learners with higher scores on tests of working memory were more likely to report that they noticed interactional (integrated) feedback in the form of recasts (see also Robinson, 2002).”
Language learning motivation through a small lens: A research agenda (2016, result): “This is in contrast to the well-established programme of research that has investigated associations between other individual difference factors (such as aptitude or working memory) and processes of attention and awareness in SLA (e.g. Robinson 1997, 2002).”
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains (2013, background): “The memory component of aptitude (Robinson, 2002; Skehan, 2002) plays a role in the learning of lexis and collocations (e.g. Speciale et al., 2004), but not in morphosyntax.”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “In a subsequent study (Robinson, 2002c) these measures of aptitude were similarly found to be poor predictors of incidental learning, but a measure of working memory for text, based on Daneman and Carpenter’s (1980) reading span test, was significantly and positively correlated with incidental…”
The influence of first language on the processing of wh-movement in English as a second language (2005, background): “Myles et al. (1998; 1999), Mackey et al. (2002), and Robinson (2002) have looked at working memory in production data, learning an unfamiliar language, and at different stages of learning French syntax.”
Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, background): “Robinson (2002), however, points out that language aptitude is a dynamic construct that includes other cognitive abilities in addition to working memory capacity.”
ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING (2012, background): “A different account has been proposed by Robinson (1995b, 2002), who argues that for adults aptitude will matter across all conditions of learning (implicit, explicit, incidental) because the same basic cognitive abilities (including noticing and rehearsal) are involved in all learning.”
What Gets Processed in Processing Instruction? A Commentary on Bill VanPatten’s “Processing Instruction: An Update” (2002, result): “…pool), not a dual task, and that simultaneous attention to form and content is clearly possible, as evidenced, for example, by results of experimental studies of incidental learning that show learning of “some” (not all) forms during processing for meaning (e.g., de Graaff, 1997; Robinson, 2002).”
Phonological memory and rule learning (2003, background): “Our research reflects the current trend to relate individual differences in second language learning to underlying cognitive processes (e.g., Robinson, 2002).”