3. Measuring implicit and explicit knowledge: Empirical studies

2016 ◽  
Keyword(s):  
Explicit Knowledge ◽  
Empirical Studies ◽  
Implicit And Explicit

MEASURING UNIVERSITY-LEVEL L2 LEARNERS’ IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE

2014 ◽  
Vol 37 (3) ◽  
pp. 457-486 ◽  
Author(s):  
Runhan Zhang
Keyword(s):  
Second Language ◽  
Explicit Knowledge ◽  
Empirical Studies ◽  
Linguistic Knowledge ◽  
First Year ◽  
L2 Acquisition ◽  
Two Factors ◽  
University Level ◽  
Implicit And Explicit ◽  
Language Context

Although many theoretical issues revolving around implicit and explicit knowledge in second language (L2) acquisition hinge on the ability to measure these two types of knowledge, few empirical studies have attempted to do so. However, R. Ellis (2005) did develop a battery of tests intended to provide relatively separate measures. This study aims to validate the use of Ellis’s test battery in an English as a foreign language context and to investigate the extent of Chinese first-year university students’ implicit and explicit L2 knowledge. Test scores loaded on two factors, as in R. Ellis (2005), thus demonstrating construct validity for the tests as measures of implicit and explicit knowledge in a population of Chinese university-level learners of English in a Chinese (as opposed to English as a second language) context. These learners were found to have higher scores on measures of explicit knowledge than on those of implicit knowledge because of the instruction they had received and their English learning environment.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

Some suggested additions to the semantic cognition model

2008 ◽  
Vol 31 (6) ◽  
pp. 721-722
Author(s):  
Jean M. Mandler
Keyword(s):  
Concept Formation ◽  
Explicit Knowledge ◽  
Conceptual Learning ◽  
Attentional Biases ◽  
Semantic Cognition ◽  
Other Information ◽  
Direct Input ◽  
Cognition Model ◽  
Implicit And Explicit ◽  
Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

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 Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

2016 ◽  
Author(s):  
Marius Barth ◽  
Christoph Stahl ◽  
Hilde Haider
Keyword(s):  
Sequence Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Process Dissociation ◽  
Implicit Sequence Learning ◽  
Generation Task ◽  
Accurate Performance ◽  
Exclusion Condition ◽  
Implicit And Explicit ◽  
Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

Dissociation of implicit and explicit knowledge in a case of psychogenic retrograde amnesia

1996 ◽  
Vol 2 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Jeffrey R. Campodonico ◽  
Sharilyn Rediess
Keyword(s):  
Retrograde Amnesia ◽  
Explicit Knowledge ◽  
Semantic Knowledge ◽  
Acute Onset ◽  
Language Functioning ◽  
Gender Education ◽  
Retrograde Memory ◽  
Explicit Recall ◽  
Neuropsychological Tasks ◽  
Implicit And Explicit

AbstractThere have been few studies of psychogenic amnesia based on a cognitive or neuropsychological framework. In the present study, a patient with acute onset of profound psychogenic retrograde amnesia was examined. Although her performance on neuropsychological tasks revealed intact anterograde memory, language functioning, visuospatial and constructional skills, and mental speed and flexibility, she displayed severe impairments on a variety of retrograde memory tasks. Furthermore, initial observations revealed inconsistencies between the patient’s recall of semantic knowledge on direct questioning and her ability to demonstrate the use of this knowledge on indirect tasks. To test this formally, we devised an indirect remote knowledge task to examine a possible dissociation between explicit and implicit memory. Two healthy subjects matched for age, gender, education, occupation, and estimated IQ were also tested. As predicted, the findings demonstrate implicit knowledge despite impaired explicit recall for the same material. (JINS, 1996, 2, 146–158.)

Implicit and explicit knowledge in the control of complex systems

1986 ◽  
Vol 77 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Donald E. Broadbent ◽  
Peter FitzGerald ◽  
Margaret H. P. Broadbent
Keyword(s):  
Complex Systems ◽  
Explicit Knowledge ◽  
Implicit And Explicit

Memory reconsolidation, emotional arousal, and the process of change in psychotherapy: New insights from brain science

2014 ◽  
Vol 38 ◽  
Author(s):  
Richard D. Lane ◽  
Lee Ryan ◽  
Lynn Nadel ◽  
Leslie Greenberg
Keyword(s):  
Behavioral Therapy ◽  
Empirical Studies ◽  
Emotional Arousal ◽  
Therapeutic Change ◽  
Memory Reconsolidation ◽  
Emotional Experiences ◽  
Psychotherapeutic Change ◽  
Implicit And Explicit Memory ◽  
Core Idea ◽  
Implicit And Explicit

AbstractSince Freud, clinicians have understood that disturbing memories contribute to psychopathology and that new emotional experiences contribute to therapeutic change. Yet, controversy remains about what is truly essential to bring about psychotherapeutic change. Mounting evidence from empirical studies suggests that emotional arousal is a key ingredient in therapeutic change in many modalities. In addition, memory seems to play an important role but there is a lack of consensus on the role of understanding what happened in the past in bringing about therapeutic change. The core idea of this paper is that therapeutic change in a variety of modalities, including behavioral therapy, cognitive-behavioral therapy, emotion-focused therapy, and psychodynamic psychotherapy, results from the updating of prior emotional memories through a process of reconsolidation that incorporates new emotional experiences. We present an integrated memory model with three interactive components – autobiographical (event) memories, semantic structures, and emotional responses – supported by emerging evidence from cognitive neuroscience on implicit and explicit emotion, implicit and explicit memory, emotion-memory interactions, memory reconsolidation, and the relationship between autobiographical and semantic memory. We propose that the essential ingredients of therapeutic change include: (1) reactivating old memories; (2) engaging in new emotional experiences that are incorporated into these reactivated memories via the process of reconsolidation; and (3) reinforcing the integrated memory structure by practicing a new way of behaving and experiencing the world in a variety of contexts. The implications of this new, neurobiologically grounded synthesis for research, clinical practice, and teaching are discussed.

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