References
Anderson, J. R.
(2015) Cognitive psychology and its implications (8th ed.). New York, NY: Worth Publishers.Google Scholar
Bender, R., & Lange, S.
(2001) Adjusting for multiple testing – when and how? Journal of Clinical Epidemiology, 54, 343–349. DOI logoGoogle Scholar
Benjamini, Y., & Hochberg, Y.
(1995) Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society. Series B (Methodological), 289–300. DOI logoGoogle Scholar
Bird, S.
(2010) Effects of distributed practice on the acquisition of second language English syntax. Applied Psycholinguistics, 31, 635–650. DOI logoGoogle Scholar
Bloom, K. C., & Shuell, T. J.
(1981) Effects of massed and distributed practice on the learning and retention of second-language vocabulary. The Journal of Educational Research, 74, 245–248. DOI logoGoogle Scholar
Carpenter, S. K., Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H.
(2012) Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369–378. DOI logoGoogle Scholar
Carroll, J. B.
(1981) Twenty-five years of research on foreign language aptitude. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude (pp. 83–118). Rowley, MA: Newbury House.Google Scholar
Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D.
(2006) Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132, 354–380. DOI logoGoogle Scholar
Cepeda, N. J., Vul, E., Rohrer, D., Wixted, J. T., & Pashler, H.
(2008) Spacing effects in learning a temporal ridgeline of optimal retention. Psychological Science, 19, 1095–1102. DOI logoGoogle Scholar
Cronbach, L. J., & Snow, R. E.
(1977) Aptitudes and instructional methods: A handbook for research on interactions. New York, NY: Irvington.Google Scholar
DeKeyser, R. M.
(2012) Interactions between individual differences, treatments, and structures in sla. Language Learning, 62, 189–200. DOI logoGoogle Scholar
DeKeyser, R. M., & Koeth, J.
(2010) Cognitive aptitudes for second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 395–406). New York, NY: Routledge.Google Scholar
Dörnyei, Z., & Ryan, S.
(2015) The psychology of the language learner revisited. New York, NY: Routledge. DOI logoGoogle Scholar
Doughty, C. J.
(2019) Cognitive language aptitude. Language Learning, 69, 101–126. DOI logoGoogle Scholar
Ellis, N. C., & Schmidt, R.
(1997) Morphology and longer distance dependencies. Studies in Second Language Acquisition, 19, 145–171. DOI logoGoogle Scholar
Erlam, R.
(2005) Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9, 147–172. DOI logoGoogle Scholar
Field, A.
(2009) Discovering statistics using SPPS. London: Sage.Google Scholar
Forster, K. I., & Forster, J. C.
(2003) DMDX: A windows display program with millisecond accuracy. Behavior Research Methods, Instruments, & Computers, 35, 116–124. DOI logoGoogle Scholar
Goo, J.
(2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34, 445–474. DOI logoGoogle Scholar
Granena, G.
(2013) Cognitive aptitudes for L2 learning and the llama language aptitude test. In G. Granena, & Long, M. H. (Ed.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 105–130). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2016) Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study. Applied Psycholinguistics, 37, 577–600. DOI logoGoogle Scholar
Kempe, V., & Brooks, P. J.
(2008) Second language learning of complex inflectional systems. Language Learning, 58, 703–746. DOI logoGoogle Scholar
Kim, J. W., Ritter, F. E., & Koubek, R. J.
(2013) An integrated theory for improved skill acquisition and retention in the three stages of learning. Theoretical Issues in Ergonomics Science, 14, 22–37. DOI logoGoogle Scholar
Li, S.
(2013) The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. The Modern Language Journal, 97, 634–654. DOI logoGoogle Scholar
(2015) The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research. Applied Linguistics, 36, 385–408. DOI logoGoogle Scholar
Linck, J. A., Hughes, M. M., Campbell, S. G., Silbert, N. H., Tare, M., Jackson, S. R., … Doughty, C. J.
(2013) Hi-LAB: A new measure of aptitude for high-level language proficiency. Language Learning, 63, 530–566. DOI logoGoogle Scholar
Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F.
(2014) Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21, 861–883. DOI logoGoogle Scholar
Meara, P. M.
(2005) Llama language aptitude tests: The manual. Swansea, UK: Lognostics. Retrieved from [URL]
Miles, S. W.
(2014) Spaced vs. massed distribution instruction for L2 grammar learning. System, 42, 412–428. DOI logoGoogle Scholar
Morgan-Short, K., Faretta-Stutenberg, M., Brill-Schuetz, K. A., Carpenter, H., & Wong, P. C. M.
(2014) Declarative and procedural memory as individual differences in second language acquisition. Bilingualism: Language and Cognition, 17, 56–72. DOI logoGoogle Scholar
Nakata, T.
(2015) Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning? Studies in Second Language Acquisition, 37, 677–711. DOI logoGoogle Scholar
Robinson, P.
(1997) Individual differences and the fundamental similarity of implicit and explicit adult sla. Language Learning, 47, 45–99. DOI logoGoogle Scholar
(2007) Aptitudes, abilities, contexts, and practice. In R. M. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 256–286). New York, NY: Cambridge Universtiy Press. DOI logoGoogle Scholar
Rogers, J.
(2015) Learning second language syntax under massed and distributed conditions. TESOL Quarterly, 49, 857–866. DOI logoGoogle Scholar
Sanz, C., Lin, H.-J., Lado, B., Stafford, C. A., & Bowden, H. W.
(2016) One size fits all? Learning conditions and working memory capacity in ab initio language development. Applied Linguistics, 37, 669–692. DOI logoGoogle Scholar
Sasaki, M.
(1993) Relationships among second language proficiency, foreign language aptitude, and intelligence: A structural equation modeling approach. Language Learning, 43, 313–344. DOI logoGoogle Scholar
Serafini, E. J., & Sanz, C.
(2016) Evidence for the decreasing impact of cognitive ability on second language development as proficiency increases. Studies in Second Language Acquisition, 38, 607–646. DOI logoGoogle Scholar
Serrano, R., & Huang, H. Y.
(2018) Learning vocabulary through assisted repeated reading: How much time should there be between repetitions of the same text? TESOL Quarterly, 52, 971–994. DOI logoGoogle Scholar
Sheen, Y.
(2007) The effect of focused written corrective feedback and language aptitude on esl learners’ acquisition of articles. TESOL Quarterly, 41, 255–283. DOI logoGoogle Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
(2002) Theorising and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69–94). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2016) Foreign language aptitude, acquisitional sequences, and psycholinguistic processes. In G. Granena, D. O. Jackson, & Y. Yilmaz (Eds.), Cognitive individual differences in second language processing and acquisition (pp. 17–40). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Snow, R. E.
(1987) Aptitude complexes. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning and instruction (pp. 13–59). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Suzuki, Y.
(2017) The optimal distribution of practice for the acquisition of L2 morphology: A conceptual replication and extension. Language Learning, 67, 512–545. DOI logoGoogle Scholar
Suzuki, Y., & DeKeyser, R. M.
(2017a) Effects of distributed practice on the proceduralization of morphology. Language Teaching Research, 21, 166–188. DOI logoGoogle Scholar
(2017b) Exploratory research on L2 practice distribution: An aptitude x treatment interaction. Applied Psycholinguistics, 38, 27–56. DOI logoGoogle Scholar
Tabachnick, B. G., & Fidell, L. S.
(2007) Using multivariate statistics (5th ed.). New York, NY: Harper & Row.Google Scholar
Toppino, T. C., & Gerbier, E.
(2014) About practice: Repetition, spacing, and abstraction. The Psychology of Learning & Motivation, 60, 113–189. DOI logoGoogle Scholar
Ullman, M. T.
(2015) The declarative/procedural model: A neurobiologically-motivated theory of first and second language. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 135–158). New York, NY: Routledge.Google Scholar
Ullman, M. T., & Lovelett, J. T.
(2018) Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, 34, 39–65. DOI logoGoogle Scholar
Unsworth, N., Heitz, R. P., Schrock, J. C., & Engle, R. W.
(2005) An automated version of the operation span task. Behavior Research Methods, 37, 498–505. DOI logoGoogle Scholar
Vatz, K., Tare, M., Jackson, S., & Doughty, C.
(2013) Aptitude-treatment interaction studies in second language acquisition: Findings and methodology. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 273–292). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Wesche, M.
(1981) Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems. In K. C. Diller (Ed.), Individual differences and universals in language learning aptitude (pp. 119–154). Rowley, MA: Newbury House.Google Scholar
Yalçın, Ş., & Spada, N.
(2016) Language aptitude and grammatical difficulty. Studies in Second Language Acquisition, 38, 239–263. DOI logoGoogle Scholar
Yilmaz, Y.
(2013) Relative effects of explicit and implicit feedback: The role of working memory capacity and language analytic ability. Applied Linguistics, 34, 344–368. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Kim, Su Kyung & Stuart Webb
2022. The Effects of Spaced Practice on Second Language Learning: A Meta‐Analysis. Language Learning 72:1  pp. 269 ff. DOI logo

This list is based on CrossRef data as of 10 september 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.