Declarative and Procedural Determinants of Second Languages

By M. Paradis. 2009

527 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/badb62d4665da09ed825e86a13fc879b7567ea9f

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Citations in the corpus

Understanding bilingual brain function and structure changes? U bet! A unified bilingual experience trajectory model (2020, methodology): “The models discussed herein are, in turn, based on earlier models that also covered language-related neuroplasticity, such as the bilingual interactive activation model (van Heuven, Dijkstra, & Grainger, 1998), inhibitory control model (Green & Eckhardt, 1998), and declarative procedural model (Para”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, background): “Second, we consider theoretical perspectives that posit a role for declarative and procedural memory and knowledge in L2 acquisition (e.g. DeKeyser, 2015; Paradis, 2009; Ullman, 2015).”
Bilingual Minds (2009, background): “…adjustment may occur automatically, as in the way a thermostat adjusts power output in response to a deviation from the desired temperature (Green, 1998; Paradis, 2009; see Fernandez-Duque & Knight, 2008, for work suggesting that only conscious control leads to performance benefits across tasks).”
Translation Quality Assessment: Past and Present (2019, background): “One is the neurolinguistic theory proposed by Paradis (2009), which provides support for the hypothesized cognitive differences between covert and overt translation.”
MORPHOLOGICAL ERRORS IN SPANISH SECOND LANGUAGE LEARNERS AND HERITAGE SPEAKERS (2011, background): “…learners are morphologically more accurate in written tasks and tasks that are more explicit and metalinguistic, whereas the heritage language speakers are better at oral tasks that minimize metalinguistic knowledge and tap implicit, automatic linguistic knowledge (DeKeyser, 2003 ; Paradis, 2009 ).”
What Do We (Think We) Know About Formulaic Language? An Evaluation of the Current State of Play (2012, background): “Recent explications of how fluent and/or automatic language is processed (Graybiel, 2008; Paradis, 2009; Segalowitz, 2010) (continue to) distinguish between implicit and explicit learning, and procedural and declarative knowledge.”
Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009, background): “However, contesting viewpoints have suggested that the representation of IK may not be akin to how linguists describe languages (Paradis, 2009), and thus it may not be possible to measure a specific linguistic feature in terms of IK.”
Proficiency and working memory based explanations for nonnative speakers’ sensitivity to agreement in sentence processing (2012, result): “Paradis (2004, 2009) proposed a model that is similar to but also different from Ullman’s (2001, 2004) model.”
Declarative and procedural memory as individual differences in second language acquisition* (2013, background): “Other cognitive perspectives of L2 development also posit that declarative and procedural memory or knowledge account for L2 development (DeKeyser, 1995, 2007; Paradis, 1994, 2004, 2009).”
The Declarative/Procedural Model (2020, background): “Paradis (2004, 2009) suggests that a shift between neurocognitive systems can take place both for rule-governed grammatical processes, and at least some lexical properties, specifically, grammatical properties of lexical items that are generally implicit in L1.”
The role of L1 explicit metalinguistic knowledge in L3 oral production at the initial state* (2013, background): “Explicit MLK is the conscious knowledge of language facts and, if the language is learned in a formal context, the degree of MLK is increased (Paradis, 2009, p. x).”
Is the heritage language like a second language (2012, background): “Implicit knowledge is recalled and used automatically, without conscious awareness of the specific grammatical rules involved (Paradis, 2004, 2009).”
AGE OF ONSET AND NATIVELIKE L2 ULTIMATE ATTAINMENT OF MORPHOSYNTACTIC AND PHONETIC INTUITION (2012, background): “Paradis ( 2009 ) states that “the availability of procedural memory for acquiring language as a whole decreases with age” (p. 24).”
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…shown to be slower than older children and adolescents (Garcı́a-Mayo & Garcı́a Lecumberri, 2003; Muñoz, 2006), and from the important role that aptitude for explicit learning plays in those adults who are relatively successful (DeKeyser, 2000; DeKeyser, Alfi-Shabtay, & Ravid, 2010; Paradis, 2009).”
Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2017, background): “…experimental evidence suggesting that implicit linguistic competence and explicit metalinguistic knowledge are neurolinguistically distinct and have different memory sources (Paradis, 2004, 2009), the former being sustained by procedural memory and the latter by declarative memory (Ullmann, 2001).”