Chapter 1. Input processing theory (with Khawlah Ahmed)

2021 ◽  
pp. 3-18
Keyword(s):  
Processing Theory ◽  
Input Processing

Overview

2008 ◽  
pp. 1-4
Author(s):  
Kelly R. Chrestman ◽  
Eva Gilboa-Schechtman ◽  
Edna B. Foa
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Treatment Program ◽  
Emotional Processing ◽  
Stress Disorder ◽  
Prolonged Exposure ◽  
Exposure Therapy ◽  
Processing Theory ◽  
Prolonged Exposure Therapy

Chapter 1 presents an overview of the treatment program, and explores what posttraumatic stress disorder (PTSD) is, what prolonged exposure therapy for adolescents (PE-A) entails, emotional processing theory, and outlines the treatment program's structure.

Introduction

2007 ◽  
pp. 1-10
Author(s):  
Barbara Olasov Rothbaum ◽  
Edna B. Foa ◽  
Elizabeth A. Hembree
Keyword(s):  
Posttraumatic Stress Disorder ◽  
Posttraumatic Stress ◽  
Treatment Program ◽  
Emotional Processing ◽  
Stress Disorder ◽  
Prolonged Exposure ◽  
Risks And Benefits ◽  
Processing Theory

Chapter 1 introduces and defines Posttraumatic Stress Disorder (PTSD), Prolonged Exposure (PE) Therapy, and Emotional Processing Theory, along with a background to the development of the PE treatment program, its risks and benefits, alternative treatments, the role of medications, and an outline of the program and its structure.

Input processing of Chinese by ab initio learners

2013 ◽  
Vol 29 (2) ◽  
pp. 145-164 ◽  
Author(s):  
ZhaoHong Han ◽  
Zehua Liu
Keyword(s):  
Working Memory ◽  
Ab Initio ◽  
First Language ◽  
Target Language ◽  
Auditory Input ◽  
Top Down ◽  
Processing Theory ◽  
Input Processing ◽  
First Languages

We report on a study of first-exposure learners with different first languages (L1s: English, Japanese) to examine their ability to process input for form and meaning. We used a rich set of tasks to tap respectively into processing, comprehension, imitation, and working memory. We show that there are advantages to having a first language (L1) that brings familiarity with the target language. We also show that when presented with natural auditory input, learners are able to process form only minimally. These findings are inconsistent with other studies that suggest that segmentation is easy and rapid. Additionally, we show that such learners comprehend meaning by relying on ‘top-down’ strategies. These findings challenge some of the claims on Input Processing theory.

Textual Enhancement, Input Processing and Presentation-Practice-Production in College English Grammar Teaching in China

2017 ◽  
Vol 5 (10) ◽  
pp. 177-193
Author(s):  
Guang Shi
Keyword(s):  
Second Language Acquisition ◽  
College English ◽  
Structured Input ◽  
English Grammar ◽  
Processing Theory ◽  
Input Processing ◽  
Initial Learning ◽  
Significant Difference ◽  
Research Findings ◽  
Textual Enhancement

Based on the input processing theory and output hypothesis in Second Language Acquisition, and employing quantitative and qualitative methods, this study investigates the effects of Textual Enhancement (TE), Input Processing Instruction (PI) and Presentation-Practice-Production (3P), and tries to compare the initial learning and retention effect on the acquisition of unreal conditionals in Chinese college English classrooms. The research findings are as follows: 1) Both PI and 3P areeffective. TE is effective in initial learning but falls short for retention effect. There is significant difference between the TE, PI and 3P groups. 2) In initial learning, 3P has the best effect based on learners’ mean score, followed by PI and TE, but there is no significant difference between PI and 3P. There is significant difference between 3P and TE, PI and 3P. 3) With regard to the retention effect, 3P and PI work better than TE. And there is no significant difference between 3P and PI. The research findings indicate that explicit explanation about language structures plays an effective and necessary role in English learning in the Chinese context. English teachers are suggested to involve the learners with grammar through meaningful activities such as structured input activities.

A commentary on processing instruction

2015 ◽  
Vol 53 (2) ◽  
Author(s):  
Michael Sharwood-Smith
Keyword(s):  
Second Language Acquisition ◽  
Historical Perspective ◽  
The Other ◽  
Theoretical Research ◽  
Processing Instruction ◽  
Processing Theory ◽  
Input Processing ◽  
The One ◽  
The University ◽  
The Relationship

AbstractThe commentary takes the form of reflections occasioned by the debate carried out in the various contributions to this volume as also the related presentations and discussions that took place at the Symposium on Processing Instruction at the University of Greenwich in September, 2013. Rather than review each contribution the debate is be placed within a historical perspective and focus is on the changing relationship between two types of professional: a) those who seek to extend our understanding of second language acquisition and b) those whose main aim is to assist language instructors by applying insights from theoretical research and, by so doing, provide their profession with a modern scientific foundation. It is about the relationship between the ‘understanders’, on the one hand, and the ‘helpers’ on the other. The interaction between Input Processing Theory (IP)– the theory – and Processing Instruction (PI) – the application – provides an ideal background for such a discussion.

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