Prediction error and implicit learning in L1 and L2 syntactic priming

2020 ◽  
Vol 24 (5-6) ◽  
pp. 895-911
Author(s):  
Carrie N. Jackson ◽  
Holger Hopp
Keyword(s):  
Prediction Error ◽  
English Speakers ◽  
Syntactic Priming ◽  
Short Term ◽  
Priming Task ◽  
Before And After ◽  
Post Test ◽  
Short Term Adaptation ◽  
L1 And L2 ◽  
L1 English

Aims and Objectives: This study examines the syntactic priming of adverb-first word order among 27 first language (L1) English, 33 L1 German, and 32 L1 German-second language (L2) English speakers to investigate the relationship between short-term priming and longer-term learning across different speaker groups. Design/Methodology: Participants completed a syntactic priming task in either English or German, in which they heard sentences containing fronted (i.e. adverb-first) or non-fronted adverbial phrases and described pictures containing similar adverbial phrases. Immediately before and after the priming task, participants completed picture description tasks containing similar sentence types to measure their baseline production of fronted adverbials, and whether subsequent production of fronted adverbials was modulated by the priming task. Data Analysis: We used mixed-effects logistic regression to compare participants’ production of fronted sentences during the priming task according to prime type (fronted vs. non-fronted) and their production of fronted sentences before versus after the priming task, including the additional factors of adverbial phrase (temporal phrase vs. locative phrase) and speaker group (L1 English vs. L1 German vs. L2 English). Findings/Conclusion: Participants exhibited greater short-term priming during the priming task for temporal versus locative phrases, with the L2 English speakers exhibiting the greatest short-term priming. There was a significant increase in the production of fronted sentences from baseline to post-test, with the L1 English speakers exhibiting the greatest gains. Originality: This study uses systematic between- and within-language comparisons to examine: (a) whether the extent of syntactic priming depends on the frequency of a construction in a speaker’s L1 or L2 (i.e. prediction error); and (b) whether prediction error and short-term priming lead to longer-term learning. Significance: Our findings show that the magnitude of prediction error influences both short-term adaptation and longer-term priming. However, the ability to harness prediction error for longer-term learning versus short-term adaptation may vary between L1 and L2 speakers.

scholarly journals LEXICAL BUNDLES IN L1 AND L2 ENGLISH DOCTORAL DISSERTATIONS

2021 ◽  
pp. 475
Author(s):  
Ilyas Yakut ◽  
Fatma Yuvayapan ◽  
Erdogan Bada
Keyword(s):  
English Language ◽  
English Speakers ◽  
Formulaic Sequences ◽  
Lexical Bundles ◽  
Functional Perspective ◽  
The Usa ◽  
Doctoral Dissertations ◽  
L1 And L2 ◽  
L1 English ◽  
American English Speakers

Based on contrastive interlanguage analysis, this study explores the usage of lexical bundles occurring in doctoral dissertations produced in the English language related studies in the USA by L1 American English speakers and in Turkey by Turkish speakers of English in the last ten years between 2010-2019. In our analysis of the data, we identified a significant number of types of 4-word bundles from both corpora from a structural and functional perspective. The findings regarding the types of lexical bundles and their structural and functional dispersions revealed significant differences between the two corpora. While L1 English writers refrained from heavily utilizing formulaic sequences, the opposite could be observed in the works of L2 English authors. This study has significant implications for academic writers producing work in the English language since corpus-informed lists and concordances might be of great help to L2 speakers of English in identifying appropriate lexical bundles that are specific to their disciplines.

The effects of stretching with cryotherapy, stretching with heat and stretching alone on hamstring flexibility in physically active females

2020 ◽  
Vol 27 (9) ◽  
pp. 1-9
Author(s):  
Devyani Raghwani ◽  
Maximilian M Wdowski
Keyword(s):  
Intervention Study ◽  
Knee Extension ◽  
Hamstring Muscle ◽  
Short Term ◽  
Post Intervention ◽  
Physically Active ◽  
Before And After ◽  
Post Test ◽  
Heat Application ◽  
Hamstring Flexibility

Background/Aims A pre- and post-intervention study was conducted to examine the effects of acute cryotherapy with stretching, heat with stretching, and stretching alone on hamstring flexibility. Methods Thirty female participants were randomly allocated into three groups: stretching with cryotherapy, stretching with heat, or stretching without an intervention. A sit and reach test and the 90/90 active knee extension test were conducted before and after a 20-minute stretching routine to measure hamstring flexibility. Results Differences were observed pre- and post-test in the sit and reach test and knee 90/90 extension tasks (P<0.05) within all three groups. However, there were no significant differences (P>0.05) between the three intervention groups. Conclusions Combining stretching with cryotherapy or heat application potentially provides no additional benefit to stretching alone in short-term enhancements to hamstring muscle flexibility in physically active females.

scholarly journals The impact of uninformative parafoveal masks on L1 and late L2 speakers

2020 ◽  
Vol 13 (6) ◽  
Author(s):  
Leigh Breakell Fernandez ◽  
Christoph Scheepers ◽  
Shanley E.M. Allen
Keyword(s):  
Native Speakers ◽  
Movement Behavior ◽  
English Speakers ◽  
Future Research ◽  
Parafoveal Processing ◽  
Reading Research ◽  
Boundary Paradigm ◽  
L1 And L2 ◽  
The Impact ◽  
L1 English

Much reading research has found that informative parafoveal masks lead to a reading benefit for native speakers (see, Schotter et al., 2012). However, little reading research has tested the impact of uninformative parafoveal masks during reading. Additionally, parafoveal processing research is primarily restricted to native speakers. In the current study we manipulated the type of uninformative preview using a gaze contingent boundary paradigm with a group of L1 English speakers and a group of late L2 English speakers (L1 German). We were interested in how different types of uninformative masks impact on parafoveal processing, whether L1 and L2 speakers are similarly impacted, and whether they are sensitive to parafoveally viewed language-specific sub-lexical orthographic information. We manipulated six types of uninformative masks to test these objectives: an Identical, English pseudo-word, German pseudo-word, illegal string of letters, series of X’s, and a blank mask. We found that X masks affect reading the most with slight graded differences across the other masks, L1 and L2 speakers are impacted similarly, and neither group is sensitive to sub-lexical orthographic information. Overall these data show that not all previews are equal, and research should be aware of the way uninformative masks affect reading behavior. Additionally, we hope that future research starts to approach models of eye-movement behavior during reading from not only a monolingual but also from a multilingual perspective.

Career Dreams of Children: Developmental Stages and Gender Differences

1999 ◽  
Vol 9 (2) ◽  
pp. 77-92 ◽  
Author(s):  
Mary McMahon ◽  
Robyn M. Gillies ◽  
John Carroll
Keyword(s):  
Gender Differences ◽  
Career Development ◽  
Primary Schools ◽  
Career Education ◽  
Developmental Stages ◽  
Education Programs ◽  
Short Term ◽  
Before And After ◽  
Post Test ◽  
And Gender

Career development is a lifelong process influenced by a range of factors including gender. The process of career development is accounted for in several ways including models which describe stages through which individuals pass. Career education programs in schools attend to the career development of young people in secondary schools more often than in primary schools. The present study examined the occupational aspirations of Year 6 children in terms of developmental stages and the influence of gender. Data were collected before and after the children participated in a short term career education program. Comparisons were made of the pre-and post-test data.

scholarly journals EFFECT OF ROSEMARY AROMATHERAPY (ROSMARINUS OFFICINALIS) TO MEMORY OF SHORT-TERM MEMORY IN ELDERLY

2018 ◽  
Vol 3 (2) ◽  
pp. 247
Author(s):  
Neila Sulung ◽  
Fajri Febrini Aulia
Keyword(s):  
Short Term Memory ◽  
Sampling Technique ◽  
The Elderly ◽  
Social Institution ◽  
P Value ◽  
Short Term ◽  
Term Memory ◽  
Significant Difference ◽  
Before And After ◽  
Post Test

<em>Aromatherapy is a way of healing by using the concentration of highly aromatic essential oils that was extracted from plants. The purpose of this research is to identify the effects the provision of aromaterapy rosemary to short-term memory elderly.  The design of this research is Quasi Experiment Design and research design of One Group Pre-test Post-test and sampling technique using Purposive Sampling. The population in this study were all elderly in Elderly Social Institution Sabai Nan Aluih Sicincin with a sample of 16 people. Data were analyzed by using Paired T-Test with significant value  α  =  0,005.  The  results  showed  before  giving  rosemary  aromatherapy average short-term memory of elderly is 24,31. The results after giving rosemary aromatherapy the average short-term memory of the elderly is 26.50. Bivariate results obtained p value 0,000. So it shows there is a significant difference of short-term elderly significant memory before and after giving aromatherapy to elderly. The influence aromatherapy rosemary can improve short-term memory in elderly. So that we hopes officer in the nursing home can collaborate with  health worker specially nurses can increase their service to elderly, one of them is to apply non-pharmacological treatment to increase memory.</em>

scholarly journals Contribution of Short-Time Occlusion of the Amblyopic Eye to a Passive Dichoptic Video Treatment for Amblyopia beyond the Critical Period

2019 ◽  
Vol 2019 ◽  
pp. 1-12 ◽  
Author(s):  
Lauren Sauvan ◽  
Natacha Stolowy ◽  
Danièle Denis ◽  
Frédéric Matonti ◽  
Frédéric Chavane ◽  
...  
Keyword(s):  
Visual Acuity ◽  
Critical Period ◽  
Training Procedure ◽  
Older Children ◽  
Short Term ◽  
Binocular Fusion ◽  
Training Approach ◽  
Short Period ◽  
Before And After ◽  
Short Term Adaptation

Dichoptic movie viewing has been shown to significantly improve visual acuity in amblyopia in children. Moreover, short-term occlusion of the amblyopic eye can transiently increase its contribution to binocular fusion in adults. In this study, we first asked whether dichoptic movie viewing could improve the visual function of amblyopic subjects beyond the critical period. Secondly, we tested if this effect could be enhanced by short-term monocular occlusion of the amblyopic eye. 17 subjects presenting stable functional amblyopia participated in this study. 10 subjects followed 6 sessions of 1.5 hour of dichoptic movie viewing (nonpatched group), and 7 subjects, prior to each of these sessions, had to wear an occluding patch over the amblyopic eye for two hours (patched group). Best-corrected visual acuity, monocular contrast sensitivity, interocular balance, and stereoacuity were measured before and after the training. For the nonpatched group, mean amblyopic eye visual acuity significantly improved from 0.54 to 0.46 logMAR (p<0.05). For the patched group, mean amblyopic eye visual acuity significantly improved from 0.62 to 0.43 logMAR (p<0.05). Stereoacuity improved significantly when the data of both groups were combined. No significant improvement was observed for the other visual functions tested. Our training procedure combines modern video technologies and recent fundamental findings in human plasticity: (i) long-term plasticity induced by dichoptic movie viewing and (ii) short-term adaptation induced by temporary monocular occlusion. This passive dichoptic movie training approach is shown to significantly improve visual acuity of subjects beyond the critical period. The addition of a short-term monocular occlusion to the dichoptic training shows promising trends but was not significant for the sample size used here. The passive movie approach combined with interocular contrast balancing even over such a short period as 2 weeks has potential as a clinical therapy to treat amblyopia in older children and adults.

scholarly journals PENGARUH MUSIK KARYA BACH TERHADAP FUNGSI KOGNISI: ATENSI DAN MEMORI JANGKA PENDEK

2018 ◽  
Vol 36 (1) ◽  
Author(s):  
Yenni Limyati ◽  
Azalia Rahmanita Erman ◽  
Winda Permata Sari ◽  
Johan Lucianus ◽  
Budi Widyarto Lana
Keyword(s):  
Short Term Memory ◽  
Nonparametric Test ◽  
Attention Problems ◽  
Stroop Test ◽  
P Value ◽  
Short Term ◽  
Academic Activities ◽  
Recall Memory ◽  
Before And After ◽  
Post Test

    THE EFFECT OF MUSIC BACH’S WORKS ON COGNITION FUNCTION: ATTENTION AND SHORT-TERM MEMORYABSTRACTIntroduction: A student who has a myriad of activities on and off campus, besides being required to have the ability to manage time efficiently, they are also required to have a good cognitive function, especially for academic activities. Many factors can interfere with learning activities, including attention problems and difficulty remembering. Some studies say that Bach’s rhythmic and soft music influences the ability to absorb information and remember.Aims: Knowing the effect of listening to Bach’s music on attention and short-term memory.Methods: The study design was experimented with pre- and post-test designs. This research  was conducted on 30 student choir members who met the research criteria. The measured data are the time needed to write the Stroop test correctly and the number of words that can be remembered from the memory recall test before and after listening to Bach’s music “Largo Ma Non Tanto”. Statistical analysis used paired parametric t test and Wilcoxon nonparametric test with a significance limit of 5% (p<0.05).Results: The average Stroop test was faster in the post-test (17.56±3.82 seconds) than at the pre-test (20.25±3.66 seconds), with a p value <0.01 and the average recall memory test at at the post-test (14.13±1.43), compared to the pre-test (11.93±2.30), with p<0.01.Discussion: Bach’s “Largo Ma Non Tanto” improves attention and short-term memory.Keywords: Attention, short-term memory, Bach, tempoABSTRAKPendahuluan: Seorang mahasiswa yang memiliki segudang kegiatan di dalam maupun di luar kampus, selain dituntut memiliki kemampuan mengatur waktu yang efisien, mereka dituntut pula memiliki fungsi kognisi yang baik terutama untuk kegiatan akademis. Banyak faktor dapat mengganggu kegiatan pembelajaran, diantaranya gangguan atensi dan sulit mengingat. Beberapa penelitian mengatakan bahwa musik karya Bach yang ritmis dan lembut berpengaruh pada kemampuan menyerap informasi dan mengingat.Tujuan: Mengetahui pengaruh mendengarkan musik karya Bach terhadap atensi dan memori jangka pendek.Metode: Desain penelitian adalah eksperimental dengan rancangan pre- dan post-test. Penelitian ini dilakukan pada30 anggota paduan suara mahasiswa yang memenuhi kriteria penelitian. Data yang diukur yaitu waktu yang dibutuhkan untuk menulis dengan tepat tes Stroop dan jumlah kata yang dapat diingat dari tes recall memory sebelum dan sesudah mendengarkan musik Bach “Largo Ma Non Tanto”. Analisis statistik menggunakan uji parametrik t berpasangan dan uji non-parametrik Wilcoxon dengan batas kemaknaan α=5% (p<0,05).Hasil: Rerata tes Stroop lebih cepat pada saat post-test (17,56±3,82detik) dibanding saat pre-test (20,25±3,66 detik), dengan nilai p<0,01 dan rerata tes recall memory lebih besar pada saat post-test (14,13±1,43), dibanding saat pre-test (11,93±2,30), dengan p<0,01.Diskusi: Musik karya Bach “Largo Ma Non Tanto” meningkatkan atensi dan memori jangka pendek.Kata kunci: Atensi, memori jangka pendek, musik karya Bach, tempo 

scholarly journals Syntactic Priming: Improving Senior High School Learners’ Writing Proficiency

2019 ◽  
Vol 36 (1) ◽  
Author(s):  
Meraflor Montajes Alojado
Keyword(s):  
Secondary Students ◽  
Syntactic Structure ◽  
P Value ◽  
Syntactic Priming ◽  
Writing Proficiency ◽  
Sentence Construction ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Structured Test

Syntactic priming is a tendency for a speaker or writer to repeat of a recently produced or heard in a language structure by processing and sharing the same underlying syntactic structure which serves as the intervention for the students who were having difficulties in writing specifically on coordinating conjunctions.  It would enhance the secondary students’ writing proficiency in sentence construction to produce better-written outputs not only in educational context but also to the corporate world as well. This experimental research investigated the significant difference on the Grade 11 students Section Tulip before and after using syntactic priming as an intervention in writing. The researcher made use of structured test like pre-test and post-test to measure the effectiveness of syntactic priming in students’ writing performances. Statistical techniques such as mean and t-test were also used. Analyzed data revealed that there was an increased on their scored mean from pre-test to post-test among thirty identified participants as poor writers. Furthermore, there was a significant difference between pre-test and post-test since the P-Value (0.000) was lesser than 0.5, the null hypothesis was rejected with 95% level of confidence based on the students’ scores before and after taking the intervention which was not the same.

SYNTACTIC AMBIGUITY RESOLUTION IN L2 LEARNERS

2003 ◽  
Vol 25 (4) ◽  
pp. 529-557 ◽  
Author(s):  
Paola E. Dussias
Keyword(s):  
Noun Phrase ◽  
Relative Clause ◽  
Spanish Speakers ◽  
English Speakers ◽  
Syntactic Ambiguity ◽  
Paper Questionnaire ◽  
Processing Strategies ◽  
Pencil And Paper ◽  
L1 And L2 ◽  
L1 English

This study investigates whether proficient second language (L2) speakers of Spanish and English use the same parsing strategies as monolinguals when reading temporarily ambiguous sentences containing a complex noun phrase followed by a relative clause, such as Peter fell in love with the daughter of the psychologist who studied in California. Research with monolingual Spanish and English speakers (e.g., Cuetos & Mitchell, 1988) has suggested that, whereas English speakers show a bias to interpret the relative clause locally (i.e., to attach the relative clause to the noun immediately preceding it), Spanish speakers reading Spanish equivalents of English sentences attach the relative clause to the first noun in the complex noun phrase (i.e., nonlocal attachment). In this study, I assess whether speakers whose native language (L1) and L2 differ with respect to processing strategies were able to employ each strategy in the correct context. To this end, L1 Spanish–L2 English and L1 English–L2 Spanish speakers read ambiguous sentences in their L1 and L2. Data collection was carried out using a pencil-and-paper questionnaire and a self-paced reading task. Analyses of both sets of data revealed that both groups of speakers favored local over nonlocal attachment when reading in their L1 and L2. The results are discussed in the context of models that assume the existence of a fixed, universal set of parsing strategies. The implications of L2 parsing research for the field of SLA are also discussed.

Sign in / Sign up

Export Citation Format

Share Document