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Implicit Learning in Preschoolers with and Without Developmental Language Disorder
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In: Student Research Symposium (2021)
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| 2 |
Not all words are equally acquired: transitional probabilities and instructions affect the electrophysiological correlates of statistical learning
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| 3 |
Research on Blended Teaching Mode of College English Based on Implicit Learning Theory
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In: Cross-Cultural Communication; Vol 16, No 2 (2020): Cross-Cultural Communication; 28-32 ; 1923-6700 ; 1712-8358 (2020)
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Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive
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| 5 |
Nonnative implicit phonetic training in multiple reverberant environments.
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In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
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| 6 |
Effects of Implicit and Explicit Focus on Form on L2 Acquisition of the English Passive ...
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Aprendizagem implícita em crianças com desordens específicas de aprendizagem - DEA ; not informed
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Ardiles, Roseline Nascimento de. - : Biblioteca Digital de Teses e Dissertações da USP, 2019. : Universidade de São Paulo, 2019. : Instituto de Psicologia, 2019
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| 8 |
Children benefit from morphological relatedness independently of orthographic relatedness when they learn to spell new words
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal.archives-ouvertes.fr/hal-03244841 ; Journal of Experimental Child Psychology, Elsevier, 2018, 171, pp.71-83. ⟨10.1016/j.jecp.2018.02.003⟩ (2018)
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| 11 |
IMPLICIT LEARNING OF SEMANTIC PREFERENCES OF VERBS
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Paciorek, Albertyna; Williams, John. - : Cambridge University Press (CUP), 2015. : University of Cambridge, 2015. : Department of Theoretical and Applied Linguistics, 2015. : St John's College, 2015. : STUDIES IN SECOND LANGUAGE ACQUISITION, 2015
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| 12 |
Does graphotactic knowledge influence the learning of new spellings presented in isolation?
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In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03158216 ; Reading and Writing, Springer Verlag, 2014, 4 (2014)
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| 13 |
Learning to Spell from Reading: General Knowledge about Spelling Patterns Influences Memory for Specific Words
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03158128 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2014, 67 (5), pp.1019-1036. ⟨10.1080/17470218.2013.846392⟩ (2014)
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Abstract:
International audience ; Adults often learn to spell words during the course of reading for meaning, without intending to do so. We used an incidental learning task in order to study this process. Spellings that contained double n, r and t which are common doublets in French, were learned more readily by French university students than spellings that contained less common but still legal doublets. When recalling or recognizing the latter, the students sometimes made transposition errors, doubling a consonant that often doubles in French rather than the consonant that was originally doubled (e.g., tiddunar recalled as tidunnar). The results, found in three experiments using different nonwords and different types of instructions, show that people use general knowledge about the graphotactic patterns of their writing system together with word-specific knowledge to reconstruct spellings that they learn from reading. These processes contribute to failures and successes in memory for spellings, as in other domains.
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Keyword:
[SCCO.LING]Cognitive science/Linguistics; [SCCO]Cognitive science; Double letters; Graphotactic regularities; Implicit learning; Spelling
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URL: https://hal.archives-ouvertes.fr/hal-03158128
https://doi.org/10.1080/17470218.2013.846392
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| 14 |
Does syntactic priming in children persist across significant time periods?
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Similar neural correlates for language and sequential learning: Evidence from event-related brain potentials
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In: http://cnl.psych.cornell.edu/pubs/2012-cco-LCP.pdf (2012)
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| 16 |
The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment
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| 17 |
The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment
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