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.

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

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.

scholarly journals Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

2014 ◽  
Vol 30 (4) ◽  
pp. 551-568 ◽  
Author(s):  
Melinda Whong ◽  
Kook-Hee Gil ◽  
Heather Marsden
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Development ◽  
Explicit Knowledge ◽  
Teaching Practice ◽  
Implicit Knowledge ◽  
Developmental Differences ◽  
Classroom Research ◽  
Language Classroom ◽  
Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

scholarly journals Convergent and Distinct Effects of Multisensory Combination on Statistical Learning Using a Computer Glove

2021 ◽  
Vol 11 ◽  
Author(s):  
Christopher R. Madan ◽  
Anthony Singhal
Keyword(s):  
Statistical Learning ◽  
Visual Cues ◽  
Explicit Knowledge ◽  
Reaction Time Task ◽  
Musical Instrument ◽  
Implicit Knowledge ◽  
Auditory Cues ◽  
Motor Movements ◽  
Explicit And Implicit Knowledge ◽  
Single Modality

Learning to play a musical instrument involves mapping visual + auditory cues to motor movements and anticipating transitions. Inspired by the serial reaction time task and artificial grammar learning, we investigated explicit and implicit knowledge of statistical learning in a sensorimotor task. Using a between-subjects design with four groups, one group of participants were provided with visual cues and followed along by tapping the corresponding fingertip to their thumb, while using a computer glove. Another group additionally received accompanying auditory tones; the final two groups received sensory (visual or visual + auditory) cues but did not provide a motor response—all together following a 2 × 2 design. Implicit knowledge was measured by response time, whereas explicit knowledge was assessed using probe tests. Findings indicate that explicit knowledge was best with only the single modality, but implicit knowledge was best when all three modalities were involved.

CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES

2019 ◽  
Vol 42 (2) ◽  
pp. 359-382
Author(s):  
Ryo Maie ◽  
Robert M. DeKeyser
Keyword(s):  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
English Speakers ◽  
Subjective Measures ◽  
Full Account ◽  
Monitoring Task ◽  
Grammaticality Judgment ◽  
Conflicting Evidence ◽  
Incidental Exposure ◽  
Explicit And Implicit Knowledge

AbstractThis study is the first to compare objective and subjective measures of explicit and implicit knowledge under learning from incidental exposure. An experiment was conducted, during which L1 English speakers were trained on a semiartificial language, Japlish. A measure of explicit knowledge and a recently proposed measure of implicit knowledge (i.e., an untimed auditory grammaticality judgment and a word-monitoring task) were applied to gauge the two types of knowledge at two testing sessions, and their results were compared with those of subjective measures of awareness. Results revealed clear discrepancies between the two measurement approaches in terms of their sensitivity. In particular, while the subjective measures varied in identifying explicit and implicit knowledge of various Japlish constructions, the objective measures indicated that most of the knowledge was explicit, and development of implicit knowledge (measured by the word-monitoring task) was minimal, only manifested in detecting a case-missing violation at the delayed posttest. The results are discussed with reference to the current literature on explicit and implicit learning and knowledge, and it is concluded that the criterion of (un)awareness might not be by itself sufficient to provide a full account of L2 knowledge developed under incidental conditions.

Temporal Stability of Implicit Sequence Knowledge

2015 ◽  
Vol 62 (4) ◽  
pp. 240-253 ◽  
Author(s):  
Ricardo Tamayo ◽  
Peter A. Frensch
Keyword(s):  
Explicit Knowledge ◽  
Common Knowledge ◽  
Random Noise ◽  
Temporal Stability ◽  
Implicit Knowledge ◽  
Single System ◽  
Artificial Grammars ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge ◽  
Best Fit

Abstract. Previous research has shown that explicit and implicit knowledge of artificial grammars may decay at different rates (e.g., Tamayo & Frensch, 2007 ; Tunney, 2003 ). We extend these findings to sequential regularities embedded in serial reaction time (SRT) tasks. We compared the forgetting patterns of implicit and explicit knowledge after a retention interval of 7 days without rehearsal. Explicit knowledge decayed after 7 days, whereas implicit knowledge was retained. These data were modeled according to the assumptions involved in the single-system model suggested by Shanks, Wilkinson, and Channon (2003) . The best fit for the model was obtained by modifying the parameters related to (a) the common knowledge-strength variable for implicit and explicit knowledge, and (b) reliability of the explicit test. We interpret these dissociations as a boundary condition for single-system models that assume constant random noise to explain dissociations in the forgetting patterns of implicit and explicit sequential knowledge.

The significance of implicit knowledge for learning and teaching chemistry

2014 ◽  
Vol 15 (4) ◽  
pp. 447-461 ◽  
Author(s):  
Keith S. Taber
Keyword(s):  
Education Research ◽  
Physics Education ◽  
Explicit Knowledge ◽  
Good Deal ◽  
Implicit Knowledge ◽  
Student Thinking ◽  
Alternative Conceptions ◽  
Chemistry Learning ◽  
Teaching Research ◽  
Explicit And Implicit Knowledge

This article discusses the nature of implicit knowledge, something which is considered to be highly influential in learning. The notion of implicit knowledge is important in conceptualising studies exploring student thinking and learning in chemistry, and in considering how the results of such studies should be interpreted to inform teaching. Research on cognition suggests that a good deal of the knowledge that people call upon in interpreting their world and making decisions is not accessible to conscious introspection. This has consequences in chemistry education research as individuals are not able to directly report implicit knowledge – so it can only be elicited indirectly. A corollary is that the results of many research studies reporting student conceptions in chemistry need to be understood as reflecting – at least in part – cognition drawing upon implicit knowledge. The distinction between explicit and implicit knowledge is an important one in understanding chemistry learning given that implicit knowledge operates automatically in cognition without deliberation. This suggests that strategies designed to counter students' alternative conceptions may need to be quite different when such ideas derive from the operation of implicit knowledge rather than students' explicit knowledge. The importance of implicit knowledge elements sometimes labelled as p-prims has been widely recognised in physics education research, and it is argued here that research into student thinking and learning in chemistry needs to take more account of the distinction between explicit and implicit knowledge elements if it is to better inform teaching. Research is needed to understand the repertoire and action of implicit knowledge elements active in chemistry learning. This will then facilitate the design of studies to test out teaching approaches that can recruit the most suitable implicit knowledge elements to support learning of canonical chemical ideas.

scholarly journals Polish Listening SPAN: A new tool for measuring verbal working memory

2017 ◽  
Vol 7 (4) ◽  
pp. 601-618 ◽  
Author(s):  
Katarzyna Zychowicz ◽  
Adriana Biedroń ◽  
Mirosław Pawlak
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Working Memory Capacity ◽  
Verbal Working Memory ◽  
Memory Capacity ◽  
Theoretical Background ◽  
Factors Influencing

Individual differences in second language acquisition (SLA) encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN) as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.

scholarly journals Development of an explicit and implicit knowledge identification tool for the analysis of the decision-making process of traditional Asian medicine doctors

2021 ◽  
Author(s):  
Musun Park ◽  
Min Hee Kim ◽  
So-young Park ◽  
Minseo Kang ◽  
Inhwa Choi ◽  
...  
Keyword(s):  
Machine Learning ◽  
Decision Making ◽  
Explicit Knowledge ◽  
Clinical Decision Making ◽  
Clinical Decision ◽  
Implicit Knowledge ◽  
Decision Making Process ◽  
Analysis Tool ◽  
Asian Medicine ◽  
Explicit And Implicit Knowledge

Background and objectives: While pattern identification (PI) is an essential process for diagnosis and treatment in traditional Asian medicine (TAM), it is difficult to objectify since it relies heavily on implicit knowledge. Here, we propose a machine learning-based analysis tool to objectify and evaluate the clinical decision-making process of PI in terms of explicit and implicit knowledge. Methods: Clinical data for the development of the analysis tool were collected using a questionnaire administered to allergic rhinitis (AR) patients and the diagnosis and prescription results of TAM doctors based on the completed AR questionnaires. Explicit knowledge and implicit knowledge were defined based on the explicit and implicit importance scores of the AR questionnaire, which were obtained through doctors′ explicit scoring and feature evaluations of machine learning models, respectively. The analysis tool consists of eight evaluation indicators used to compare, analyze and visualize the explicit and implicit knowledge of TAM doctors. Results: The analysis results for 8 doctors showed that our tool could successfully identify explicit and implicit knowledge in the PI process. We also conducted a postquestionnaire study with the doctors who participated to evaluate the applicability of our tool. Conclusions: This study proposed a tool to evaluate and compare decision-making processes of TAM doctors in terms of their explicit and implicit knowledge. We identified the differences between doctors′ own explicit and implicit knowledge and the differences among TAM doctors. The proposed tool would be helpful for the clinical standardization of TAM, doctors′ own clinical practice, and intern/resident training.

Hoe Beïnvloedt Kennis Over Taal de Verwerving Van Een Vreemde Taal? Evidentie Vanuit Een Computeronder-Steunde Cursus Spaans

1998 ◽  
Vol 58 ◽  
pp. 119-126
Author(s):  
Rick de Graaff
Keyword(s):  
Explicit Knowledge ◽  
Explicit Instruction ◽  
Syntactic Structure ◽  
Morphological Structure ◽  
Implicit Knowledge ◽  
Target Language ◽  
Computer Assisted ◽  
Grammatical Structure ◽  
Self Study ◽  
Knowledge Of Language

The article reports on an empirical study of the faciltative effect of explicit instruction about language structure on the acquisition of second language (L2) morphosyntax, by means of an experiment in which students learning Spanish were given varying amounts of explanation about the grammatical structure. Students took a computer-assisted self-study course under explanation or non-explanation conditions, and were tested on the acquisition of a simple and a complex morphological structure and a simple and a complex syntactic structure. It is argued that explicit knowledge about language does not convert into implicit knowledge of language. The study is based on an attention focusing position, according to which implicit knowledge is acquired as a result of noticing specific forms and their meanings in the target language; noticing can be facilitated by explicit knowledge built up as a result of explicit instruction.

Sign in / Sign up

Export Citation Format

Share Document