THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK

2021 ◽  
pp. 1-25
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Declarative Memory ◽  
Corrective Feedback ◽  
Procedural Memory ◽  
Language Aptitude ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Implicit And Explicit ◽  
And Task

Abstract This study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Jieun Ahn ◽  
Youngkyu Kim
Keyword(s):  
Working Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Control Group ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Causative Construction ◽  
Implicit And Explicit ◽  
The Impact ◽  
Experimental Group

AbstractThis paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups: A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests: An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners’ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. (189 words)

Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

2020 ◽  
Vol 63 (12) ◽  
pp. 4162-4178
Author(s):  
Emily Jackson ◽  
Suze Leitão ◽  
Mary Claessen ◽  
Mark Boyes
Keyword(s):  
Working Memory ◽  
Short Term Memory ◽  
Language Disorder ◽  
Declarative Memory ◽  
Memory Systems ◽  
Procedural Memory ◽  
Typically Developing ◽  
Short Term ◽  
Term Memory ◽  
Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

2020 ◽  
pp. 136216882090334
Author(s):  
Yongbin Zhao ◽  
Rod Ellis
Keyword(s):  
University Students ◽  
Procedural Knowledge ◽  
Corrective Feedback ◽  
Control Group ◽  
Classroom Context ◽  
Elicited Imitation ◽  
Chinese University ◽  
Chinese Learners ◽  
Chinese University Students ◽  
Implicit And Explicit

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context.

scholarly journals Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role?

2018 ◽  
Vol 24 (2) ◽  
pp. 163-188
Author(s):  
Mohammad Javad Ahmadian
Keyword(s):  
Working Memory ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Corrective Feedback ◽  
Memory Capacity ◽  
Implicit Instruction ◽  
Post Test ◽  
Implicit And Explicit ◽  
And Control ◽  
Refusal Strategies

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners’ working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was operationalized through input enhancement and provision of recast. In the explicit instruction group, participants received description and exemplification of refusal strategies and were provided with explicit corrective feedback. Prior to the treatment, all participants took WMC test, Discourse Completion Test (DCT) and completed a pragmatics comprehension questionnaire (CQ). Results revealed that explicit instruction was more effective than implicit instruction for both production and comprehension of refusals and that both implicit and explicit groups maintained the improvement in the delayed post-test administered two months later. In addition, whilst WMC scores were positively and strongly correlated with gains in the immediate and delayed post-test for both DCT and CQ in the implicit group, no meaningful relationship was found for explicit and control groups. The unique feature of this research is demonstrating that explicit instruction of refusal strategies equalizes learning opportunities for all learners with differential levels of WMC.

Preservation of Cognitive Procedural Memory in a Case of Korsakoff's Syndrome: Methodological and Theoretical Insights

1998 ◽  
Vol 86 (3_suppl) ◽  
pp. 1267-1287 ◽  
Author(s):  
Hélène Beaunieux ◽  
Béatrice Desgranges ◽  
Catherine Lalevée ◽  
Vincent De La Sayette ◽  
Bernard Lechevalier ◽  
...  
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Declarative Memory ◽  
Procedural Memory ◽  
Korsakoff’S Syndrome ◽  
Tower Of Hanoi ◽  
Procedural Task ◽  
Korsakoff's Syndrome

Using the Tower of Hanoï puzzle, Butters, et al. in 1985 illustrated the difficulties in learning the procedure and questioned the suitability of this task for the assessment of the cognitive procedural memory in Korsakoff's syndrome. Our objective, in the light of these criticisms, was to show preservation of cognitive procedural capacities with the Tower of Hanoï for a man (P.F.) who was suffering from alcoholic Korsakoff's syndrome. For this procedural task, some aids helped to compensate in part for the difficulties with declarative memory and with working memory. In this condition, P.F. was able to learn the cognitive procedure. This study suggests that cognitive procedural memory may be preserved in some patients suffering from Korsakoff's syndrome and that this may be shown when a suitable task is used The result makes it possible to discuss the interaction between declarative and procedural knowledge in the solving of the Tower of Hanoï.

Memory and Belief

2016 ◽  
pp. 72-76
Author(s):  
Jonathan Leicester
Keyword(s):  
Working Memory ◽  
Autobiographical Memory ◽  
Semantic Memory ◽  
Source Memory ◽  
Declarative Memory ◽  
Procedural Memory ◽  
Knowledge Source ◽  
Anatomy And Physiology ◽  
Nondeclarative Memory

Many beliefs depend on memories, and memories can be unreliable. This chapter deals briefly with the anatomy and physiology of memory, and defines the different kinds of memory _ long-term or declarative memory, which includes episodic or autobiographical memory, and semantic memory or memory of learned knowledge, source memory, procedural memory, working memory, and implicit, tacit or nondeclarative memory. Special attention is given to working memory and tacit memory, because they are important, and will be unfamiliar to some readers.

scholarly journals Declarative and Procedural Memory as Individual Differences in Second Language Aptitude

2018 ◽  
Author(s):  
Joshua Buffington ◽  
Kara Morgan-Short
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Cognitive Abilities ◽  
Memory Systems ◽  
Procedural Memory ◽  
Future Research ◽  
Language Aptitude

Domain-general approaches to second language acquisition (SLA) have considered how individual differences in cognitive abilities contribute to foreign language aptitude. Here, we specifically consider the role of two, long-term, cognitive memory systems, i.e., declarative and procedural memory, as individual differences in SLA. In doing so, we define and review evidence for the long-term declarative and procedural memory systems, consider theories that address a role for declarative and procedural memory in L2 acquisition, discuss evidence in support of the claims that these theories make, and conclude with discussion of important directions and questions for future research on the role of declarative and procedural memory as individual differences in assessing L2 aptitude.

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