Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice

2019 ◽

Vol 2 (2) ◽

pp. 258-280

Author(s):

Mirosław Pawlak ◽

Adriana Biedroń

Keyword(s):

Working Memory ◽

Second Language Acquisition ◽

Explicit Knowledge ◽

Verbal Working Memory ◽

Implicit Knowledge ◽

Target Language ◽

Passive Voice ◽

Empirical Inquiry ◽

Communication Task ◽

Explicit And Implicit Knowledge

Abstract While there is copious evidence concerning the effectiveness of different instructional options in teaching grammar (e.g., Nassaji, 2017; Pawlak, 2017), less is known about the extent to which the contribution of pedagogical intervention is mediated by individual factors. The same can be said about the product of instructed but also uninstructed second language acquisition, that is the knowledge of target language grammar. The paper attempts to shed light on one such variable, that is working memory, which has recently been an object of intensive empirical inquiry (e.g., Li, 2017; Wen, Biedroń, & Skehan, 2016). It reports the results of a study that investigated the role of verbal working memory in the development of explicit and implicit knowledge of the English passive voice. Participants were 156 Polish university students enrolled in a three-year BA program in English. The data on verbal working memory were collected by means of the Polish Listening Span Test (PLSPAN), developed by Zychowicz, Biedroń and Pawlak (2017). Explicit knowledge was tapped by means of an untimed grammatically judgment test, which focused on reception, and a traditional grammar test, which targeted production. Implicit knowledge was tapped through a timed grammaticality judgment test for reception and a focused communication task (Ellis, 2003) for production. Correlational analysis demonstrated that verbal working memory was a weak predictor of explicit productive and receptive knowledge but not implicit knowledge.

Download Full-text

Working memory as a factor mediating explicit and implicit knowledge of English grammar

Annual Review of Applied Linguistics ◽

10.1017/s0267190521000052 ◽

2021 ◽

pp. 1-8

Author(s):

Mirosław Pawlak ◽

Adriana Biedroń

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Working Memory Capacity ◽

Memory Capacity ◽

Target Language ◽

Short Term ◽

Passive Voice ◽

English Grammar ◽

Explicit And Implicit Knowledge ◽

The Relationship

Abstract This paper reports the findings of a study that investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and the level of mastery of L2 grammar. Grammatical mastery was operationalized as the ability to produce and comprehend English passive voice with reference to explicit and implicit (or highly automatized) knowledge. Correlational analysis showed that PSTM was related to implicit productive knowledge while WMC was linked to explicit productive knowledge. However, regression analysis showed that those relationships were weak and mediated by overall mastery of target language grammar, operationalized as final grades in a grammar course.

Download Full-text

Basic numerical processing, calculation, and working memory in children with dyscalculia and/or ADHD symptoms

Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie ◽

10.1024/1422-4917/a000450 ◽

2016 ◽

Vol 44 (5) ◽

pp. 365-375 ◽

Cited By ~ 9

Author(s):

Jörg-Tobias Kuhn ◽

Elena Ise ◽

Julia Raddatz ◽

Christin Schwenk ◽

Christian Dobel

Keyword(s):

Working Memory ◽

Processing Speed ◽

Verbal Working Memory ◽

Typically Developing ◽

Cognitive Profiles ◽

Adhd Symptoms ◽

Memory Processing ◽

Numerical Processing ◽

Hyperactivity Disorder ◽

Neurocognitive Measures

Abstract. Objective: Deficits in basic numerical skills, calculation, and working memory have been found in children with developmental dyscalculia (DD) as well as children with attention-deficit/hyperactivity disorder (ADHD). This paper investigates cognitive profiles of children with DD and/or ADHD symptoms (AS) in a double dissociation design to obtain a better understanding of the comorbidity of DD and ADHD. Method: Children with DD-only (N = 33), AS-only (N = 16), comorbid DD+AS (N = 20), and typically developing controls (TD, N = 40) were assessed on measures of basic numerical processing, calculation, working memory, processing speed, and neurocognitive measures of attention. Results: Children with DD (DD, DD+AS) showed deficits in all basic numerical skills, calculation, working memory, and sustained attention. Children with AS (AS, DD+AS) displayed more selective difficulties in dot enumeration, subtraction, verbal working memory, and processing speed. Also, they generally performed more poorly in neurocognitive measures of attention, especially alertness. Children with DD+AS mostly showed an additive combination of the deficits associated with DD-only and A_Sonly, except for subtraction tasks, in which they were less impaired than expected. Conclusions: DD and AS appear to be related to largely distinct patterns of cognitive deficits, which are present in combination in children with DD+AS. 

Download Full-text