THE ROLE OF NOTICING AND WORKING MEMORY CAPACITY IN L2 ORAL PERFORMANCE

! is study investigates how noticing of L2 instances in input re-lates to working memory (WM) capacity and to grammatical accuracy inL2 oral tasks. Participants were 30 Brazilian adult learners of English whowere required to perform " ve tasks aimed at assessing (a) WM capacity,(b) grammatical accuracy in oral performance, and (c) noticing of formalaspects of a target structure. ! e results show that there are statisticallysigni" cant relationships among noticing of L2 formal features, grammati-cal accuracy in L2 oral performance and WM capacity. Together, the re-sults can be taken as evidence that learners with a larger WM capacityare also more prone to noticing L2 formal aspects and to performing moregrammatically accurate speech in the L2.

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Replication in interaction and working memory research: Révész (2012) and Goo (2012)

Language Teaching ◽

10.1017/s0261444815000038 ◽

2015 ◽

Vol 48 (4) ◽

pp. 545-555 ◽

Cited By ~ 6

Author(s):

Susan Gass ◽

Lorena Valmori

Keyword(s):

Working Memory ◽

Second Language Acquisition ◽

Working Memory Capacity ◽

Age Groups ◽

Memory Capacity ◽

Population Differences ◽

Thought Processes ◽

Target Structure ◽

Memory Research

This paper argues for the replication of two studies, both of which consider feedback and working memory. In the first part of this paper, we discuss the role of interaction-based research and working memory research in second language acquisition research. We then describe two studies that have unified these two areas in recent published articles and discuss ways that replication can further our knowledge in how working memory capacity can impact the benefits of feedback. We emphasize the importance of replication in a number of different areas, including grammatical complexity of the target structure and the nature of working memory tests, in scoring, actual tests, and modes of delivery. Additionally, we discuss the possibilities for replication in the area of population differences, in particular, age groups and more lasting effects as would be found in delayed post-tests. Finally, we point out another means of gathering information about thought processes and suggest the value of adding stimulated recalls to the existing data.

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Working Memory Capacity and a Notorious Brain Teaser

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.53.1.123 ◽

2006 ◽

Vol 53 (2) ◽

pp. 123-131 ◽

Cited By ~ 29

Author(s):

Wim De Neys ◽

Niki Verschueren

Keyword(s):

Working Memory ◽

Secondary Task ◽

Working Memory Capacity ◽

Memory Capacity ◽

Task Load ◽

Normative Reasoning ◽

Monty Hall Dilemma ◽

Monty Hall ◽

Memory Resources

Abstract. The Monty Hall Dilemma (MHD) is an intriguing example of the discrepancy between people’s intuitions and normative reasoning. This study examines whether the notorious difficulty of the MHD is associated with limitations in working memory resources. Experiment 1 and 2 examined the link between MHD reasoning and working memory capacity. Experiment 3 tested the role of working memory experimentally by burdening the executive resources with a secondary task. Results showed that participants who solved the MHD correctly had a significantly higher working memory capacity than erroneous responders. Correct responding also decreased under secondary task load. Findings indicate that working memory capacity plays a key role in overcoming salient intuitions and selecting the correct switching response during MHD reasoning.

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