Article published in:
Cognitive Individual Differences in Second Language Processing and Acquisition
Edited by Gisela Granena, Daniel O. Jackson and Yucel Yilmaz
[Bilingual Processing and Acquisition 3] 2016
► pp. 4167
References

References

Bates, E., & Goodman, J. C.
(1997) On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia and real-time processing. Language and Cognitive Processes, 12, 507–584. CrossrefGoogle Scholar
Braine, M. D. S.
(1963) On learning the grammatical order of words. Psychological Review, 70, 323–348. CrossrefGoogle Scholar
(1987) What is learned in acquiring word classes—A step toward an acquisition theory. In B. MacWhinney (Ed.) Mechanisms of language acquisition (pp. 65–87). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Braine, M. D. S., Brody, R. E., Brooks, P. J., Sudhalter, V., Ross, J., Catalano, L., & Fisch, S. M.
(1990) Exploring language acquisition in children through the use of a miniature artificial language: Effects of item and pattern frequency, arbitrary subclasses, and correction. Journal of Memory and Language, 29, 591–610. CrossrefGoogle Scholar
Brooks, P. J., Braine, M. D. S., Catalano, L., Brody, R. E., & Sudhalter, V.
(1993) Acquisition of gender-like noun subclasses in an artificial language: The contribution of phonological markers to learning. Journal of Memory and Language, 32, 76–95. CrossrefGoogle Scholar
Brooks, P. J., & Kempe, V.
(2013) Individual differences in adult foreign language learning: The mediating effect of meta-linguistic awareness. Memory and Cognition, 41, 281–296. CrossrefGoogle Scholar
Brooks, P. J., Kempe, V., & Donachie, A.
(2011) Second language learning benefits from similarities in word endings: Evidence from Russian. Language Learning, 61, 1142–1172. CrossrefGoogle Scholar
Brooks, P. J., Kempe, V., & Sionov, A.
(2006) The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics, 27, 185–209. CrossrefGoogle Scholar
Brooks, P. J., Kwoka, N., & Kempe, V.
(in press). Distributional effects and individual differences in L2-morphology learning. Language Learning Crossref
Casenhiser, D., & Goldberg, A. E.
(2005) Fast mapping between a phrasal form and meaning. Developmental Science, 8, 500–508. CrossrefGoogle Scholar
Cattell, R. B., & Cattell, H. E. P.
(1973) Measuring intelligence with the Culture-Fair Tests. Champaign, IL: Institute for Personality and Ability Testing. Now available by request at Hogrefe http://​www​.hogrefe​.com​/program​/culture​-fair​-intelligence​-tests​.html
Conway, C. M., Bauernschmidt, A., Huang, S. S., & Pisoni, D. B.
(2010) Implicit statistical learning in language processing: Word predictability is the key. Cognition, 114, 356–371. CrossrefGoogle Scholar
Conway, C. M., Karpicke, J., & Pisoni, D. B.
(2007) Contribution of implicit sequence learning to spoken language processing: Some preliminary findings with hearing adults. Journal of Deaf Studies and Deaf Education, 12, 317–334. CrossrefGoogle Scholar
Daneman, M., & Carpenter, P. A.
(1980) Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. CrossrefGoogle Scholar
DeKeyser, R. M.
(1995) Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379–410. CrossrefGoogle Scholar
(1997) Beyond explicit rule learning: Automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195–221. CrossrefGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Duncan, J., Emslie, H., Williams, P., Johnson, R., & Freer, C.
(1996) Intelligence and the frontal lobe: The organization of goal-directed behavior. Cognitive Psychology, 30, 257–303. CrossrefGoogle Scholar
Ellis, N.
(1993) Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5, 289–318. CrossrefGoogle Scholar
Ellis, N., & Schmidt, R.
(1997) Morphology and longer distance dependencies: Laboratory research illuminating the A in SLA. Studies in Second Language Acquisition, 19, 145–171.Google Scholar
Esper, E. A.
(1925) A technique for the experiment investigation of associative interference in artificial linguistic material. Language Monographs, Vol. 1, 1–47.Google Scholar
(1933) Studies in Linguistic Behavior Organization: I. Characteristics of Unstable Verbal Reactions. The Journal of General Psychology, 8, 346–381. CrossrefGoogle Scholar
Ettlinger, M., Morgan‐Short, K., Faretta‐Stutenberg, M., & Wong, P.
(2015) The relationship between artificial and second language learning. Cognitive Science. CrossrefGoogle Scholar
Evans, J.L., Saffran, J.R., & Robe-Torres, K.
(2009) Statistical learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52, 321–335. CrossrefGoogle Scholar
Gebauer, G. F., & Mackintosh, N. J.
(2007) Psychometric intelligence dissociates implicit and explicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 34 – 54.Google Scholar
Gerken, L., Wilson, R., & Lewis, W.
(2005) Infants can use distributional cues to form syntactic categories. Journal of Child Language, 32, 249–268. CrossrefGoogle Scholar
Goldberg, A. E.
(1995) Constructions: A Construction Grammar approach to argument structure. Chicago, IL: University of Chicago Press.Google Scholar
(2006) Constructions at work: The nature of generalization in language. Oxford, UK: Oxford University Press.Google Scholar
Goldberg, A. E., Casenhiser, D., & White, T. R.
(2007) Constructions as categories of language. New Ideas in Psychology, 25, 70–86. CrossrefGoogle Scholar
Gómez, R.
(2002) Variability and detection of invariant structure. Psychological Science, 13 (5), 431–436. CrossrefGoogle Scholar
Gómez, R. L., & Gerken, L.
(1999) Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge. Cognition, 70, 109–135. CrossrefGoogle Scholar
Granena, G.
(2013) Individual differences in sequence learning ability and second language acquisition in early childhood and adulthood. Language Learning, 63, 665–703. CrossrefGoogle Scholar
Grey, S., Williams, J. N., & Rebuschat, P.
(2015) Individual differences in incidental language learning: Phonological working memory, learning styles, and personality. Learning and Individual Differences, 38, 44–53. CrossrefGoogle Scholar
Grigorenko, E. L., Sternberg, R. J., & Ehrman, M. E.
(2000) A theory-based approach to the measurement of foreign language learning ability: The Canal-F theory and test. The Modern Language Journal, 84, 390–405. CrossrefGoogle Scholar
Grimm, A., Müller, A., Hamann, C., & Ruigendijk, E.
(Eds.) (2011) Production-comprehension asymmetries in child language. Berlin: Walter de Gruyter. CrossrefGoogle Scholar
Gupta, P.
(2003) Examining the relationship between word learning, nonword repetition, and immediate serial recall in adults. The Quarterly Journal of Experimental Psychology, 56A, 1213–1236. CrossrefGoogle Scholar
Harris, M., Yeeles, C., Chasin, J., & Oakley, Y.
(1995) Symmetries and asymmetries in early lexical comprehension and production. Journal of Child Language, 22, 1–18. CrossrefGoogle Scholar
Howard, J. H., & Howard, D. V.
(1997) Age differences in implicit learning of higher order dependencies in serial patterns. Psychology and Aging, 12, 634–656. CrossrefGoogle Scholar
Kaufman, S. B., DeYoung, C. G., Gray, J. R., Jiménez, L., Brown, J., & Mackintosh, N.
(2010) Implicit learning as an ability. Cognition, 116, 321–340. CrossrefGoogle Scholar
Kempe, V., & Brooks, P. J.
(2001) The role of diminutives in the acquisition of Russian gender: Can elements of child-directed speech aid in learning morphology? Language Learning, 51, 221–256. CrossrefGoogle Scholar
(2008) Second language learning of complex inflectional systems. Language Learning, 54, 703–746. CrossrefGoogle Scholar
Kempe, V., Brooks, P. J., & Kharkhurin, A. V.
(2010) Cognitive predictors of generalization of Russian grammatical gender categories. Language Learning, 60, 127–153. CrossrefGoogle Scholar
Kempe, V., Brooks, P. J., Mironova, N., Pershukova, A., & Fedorova, O.
(2007) Playing with word endings: Morphological variation in the learning of Russian noun inflections. British Journal of Developmental Psychology, 25, 55–77. CrossrefGoogle Scholar
Kempe, V., Brooks, P. J., & Gillis, S.
(2007) Diminutives provide multiple benefits for language acquisition. In W. Dressler, & I. Savickienė (Eds.), The acquisition of diminutives. John Benjamins: Amsterdam. CrossrefGoogle Scholar
Kempe, V., Brooks, P. J., & Pirott, L.
(2001) How can child-directed speech facilitate the acquisition of morphology? In M. Almgren, A. Barrena, M.-J. Ezeizabarrena, I. Idiazabal, & B. MacWhinney (Eds.), Research on child language acquisition: Proceedings of the 8th conference of the International Association for the Study of Child Language (pp. 1237–1247). Medford, MA: Cascadilla Press.Google Scholar
Kidd, E.
(2012) Implicit statistical learning is directly associated with the acquisition of syntax. Developmental Psychology, 48, 171–184. CrossrefGoogle Scholar
Kirby, S., Cornish, H., & Smith, K.
(2008) Cumulative cultural evolution in the laboratory: An experimental approach to the origins of structure in human language. Proceedings of the National Academy of Sciences, 105, 10681–10686. CrossrefGoogle Scholar
Kuhl, P. K.
(2000) A new view of language acquisition. Proceedings of the National Academy of Sciences, 97, 11850–11857. CrossrefGoogle Scholar
Lum, J. A., Conti-Ramsden, G., Morgan, A. T., & Ullman, M. T.
(2014) Procedural learning deficits in specific language impairment (SLI): a meta-analysis of serial reaction time task performance. Cortex, 51, 1–10. CrossrefGoogle Scholar
Lupyan, G., Rakison, D. H., & McClelland, J. L.
(2007) Language is not just for talking redundant labels facilitate learning of novel categories. Psychological Science, 18, 1077–1083. CrossrefGoogle Scholar
MacWhinney, B.
(1983) Miniature linguistic systems as tests of the use of universal operating principles in second-language learning by children and adults. Journal of Psycholinguistic Research, 12, 467–478. CrossrefGoogle Scholar
(1997) Second language acquisition and the competition model. In A. M. B. de Groot, & J. Kroll (Eds.), Tutorials in bilingualism: Psycholinguistic perspectives (pp. 113–142). New York, NY: Psychology Press.Google Scholar
Marcus, G. F., Vijayan, S., Rao, S. B., & Vishton, P. M.
(1999) Rule learning by seven-month-old infants. Science, 283, 77–80. CrossrefGoogle Scholar
Martin, K. I., & Ellis, N. C.
(2012) The roles of phonological short-term memory and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34, 379–413. CrossrefGoogle Scholar
Meier, R. P., & Bower, G. H.
(1986) Semantic reference and phrasal grouping in the acquisition of a miniature phrase structure language. Journal of Memory and Language, 25, 492–505. CrossrefGoogle Scholar
Merkx, M., Rastle, K., & Davis, M. H.
(2011) The acquisition of morphological knowledge investigated through artificial language learning. The Quarterly Journal of Experimental Psychology, 64, 1200–1220. CrossrefGoogle Scholar
Miller, G. A.
(1958) Free recall of redundant strings of letters. Journal of Experimental Psychology, 56, 485–491. CrossrefGoogle Scholar
Misyak, J. B., & Christiansen, M. H.
(2007) Extending statistical learning farther and further: Long-distance dependencies, and individual differences in statistical learning and language. In D. S. McNamara, & J. G. Trafton (Eds.), Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp. 1307–1312). Austin, TX: Cognitive Science Society.Google Scholar
(2012) Statistical learning and language: an individual differences study. Language Learning, 62, 302–331. CrossrefGoogle Scholar
Misyak, J. B., Christiansen, M. H., & Tomblin, J. B.
(2010a) On-line individual differences in statistical learning predict language processing. Frontiers in Language Sciences, 1 (00031).Google Scholar
(2010b) Sequential expectations: The role of prediction‐based learning in language. Topics in Cognitive Science, 2, 138–153. CrossrefGoogle Scholar
Miyake, A., & Friedman, N. P.
(1998) Individual differences in second language proficiency: Working memory as language aptitude. In A. F. Healy, & L. E. Bourne Jr., (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339–364). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Moeser, S. D.
(1969) Learning of a miniature linguistic system: Effects of external referents and order of word classes. Unpublished Master’s thesis, McGill University.Google Scholar
Moeser, S. D., & Bregman, A. S.
(1972) The role of reference in the acquisition of a miniature artificial language. Journal of Verbal Learning and Verbal Behavior, 11, 759–769. CrossrefGoogle Scholar
(1973) Imagery and language acquisition. Journal of Verbal Learning and Verbal Behavior, 12, 91–98. CrossrefGoogle Scholar
Monaghan, P., Christiansen, M. H., & Fitneva, S. A.
(2011) The arbitrariness of the sign: Learning advantages from the structure of the vocabulary. Journal of Experimental Psychology: General, 140, 325–347. CrossrefGoogle Scholar
Morgan, J. L., & K. Demuth
(Eds.) (1996) Signal to syntax: Bootstrapping from speech to grammar in early acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Morgan, J. L., Meier, R. P., & Newport, E. L.
(1987) Structural packaging in the input to language learning: Contributions of prosodic and morphological marking of phrases to the acquisition of language. Cognitive Psychology, 19, 498–550. CrossrefGoogle Scholar
Mori, K., & Moeser, S. D.
(1983) The role of syntax markers and semantic referents in learning an artificial language. Journal of Verbal Learning and Verbal Behavior, 22, 701–718. CrossrefGoogle Scholar
Moyle, M. J., Weismer, S. E., Evans, J. L., & Lindstrom, M. J.
(2007) Longitudinal relationships between lexical and grammatical development in typical and late-talking children. Journal of Speech, Language, and Hearing Research, 50, 508–528. CrossrefGoogle Scholar
Nissen, M. J., & Bullemer, P.
(1987) Attentional requirements of learning: Evidence from performance measures. Cognitive Psychology, 19, 1–32. CrossrefGoogle Scholar
Perruchet, P., & Pacton, S.
(2006) Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10, 233–238. CrossrefGoogle Scholar
Pinker, S.
(1999) Words and rules: The ingredients of language. New York, NY: Basic Books.Google Scholar
Plante, E., Gómez, R., & Gerken, L.
(2002) Sensitivity to word order cues by normal and language/learning disabled adults. Journal of Communication Disorders, 35 (5), 453–462. CrossrefGoogle Scholar
Reber, A. S.
(1967) Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 6, 855–863. CrossrefGoogle Scholar
(1993) Implicit learning and tacit knowledge: An essay on the cognitive unconscious. New York, NY: Oxford University Press.Google Scholar
Reber, A. S., Walkenfeld, F. F., & Hernstadt, R.
(1991) Implicit and explicit learning: Individual differences and IQ. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 888–896.Google Scholar
Rebuschat, P., & Williams, J. N.
(2012) Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33, 829–856. CrossrefGoogle Scholar
Roberts, G., Lewandowski, J., & Galantucci, B.
(2015) How communication changes when we cannot mime the world: Experimental evidence for the effect of iconicity on combinatoriality. Cognition, 141, 52–66. CrossrefGoogle Scholar
Robinson, P.
(2002) Effects of individual differences in intelligence, aptitude, and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfeld, and Hernstadt, 1991. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 211–266). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2005) Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition, 27, 235–268. CrossrefGoogle Scholar
(2010) Implicit artificial grammar and incidental natural second language learning: How comparable are they? Language Learning, 60 (Supplement 2), 245–263. CrossrefGoogle Scholar
Romberg, A. R., & Saffran, J. R.
(2013) All together now: Concurrent learning of multiple structures in an artificial language. Cognitive Science, 37, 1290–1320. CrossrefGoogle Scholar
Saffran, J. R., Aslin, R. N., & Newport, E. L.
(1996) Statistical learning by 8-month-old infants. Science, 274, 1926–1928. CrossrefGoogle Scholar
Saffran, J. R., Newport, E. L., & Aslin, R. N.
(1996) Word segmentation: The role of distributional cues. Journal of Memory and Language, 35, 606–621. CrossrefGoogle Scholar
Savickienė, I., & W. U. Dressler
(Eds.) (2007) Acquisition of diminutives: A cross-linguistic perspective. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Skehan, P.
(1991) Individual differences in second language learning. Studies in second language acquisition, 13, 275–298. CrossrefGoogle Scholar
Smith, K. H.
(1966) Grammatical intrusions in the free recall of structured letter pairs. Journal of Verbal Learning and Verbal Behavior, 5, 447–454. CrossrefGoogle Scholar
Smolensky, P.
(1996) On the comprehension/production dilemma in child language. Linguistic Inquiry, 27, 720–731.Google Scholar
Speciale, G., Ellis, N. C., & Bywater, T.
(2004) Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics, 25, 293–321. CrossrefGoogle Scholar
Tagarelli, K., Borges-Mota, M., & Rebuschat, P.
(2011) The role of working memory in implicit and explicit language learning. In Proceedings of the 33rd annual conference of the Cognitive Science Society (pp. 2061–2066).Google Scholar
Thompson, S. P., & Newport, E. L.
(2007) Statistical learning of syntax: The role of transitional probability. Language Learning and Development, 3, 1–42. CrossrefGoogle Scholar
Thumb, A., & Marbe, K.
(1901) Experimentelle Untersuchungen uber die psychologischen Grundlagen der sprachlichen Analogiebildung. Leipzig: Engelmann.Google Scholar
Tomasello, M.
(2003) Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.Google Scholar
Ullman, M. T.
(2001) The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4, 105–122. CrossrefGoogle Scholar
(2005) A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In C. Sanz (Ed.), Mind and context in adult second language acquisition: Methods, theory and practice (pp. 141–178). Washington, DC: Georgetown University Press.Google Scholar
Ullman, M. T., & Pierpont, E. I.
(2005) Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41, 399–433. CrossrefGoogle Scholar
Valian, V., & Coulson, S.
(1988) Anchor points in language learning: The role of marker frequency. Journal of Memory and Language, 27, 71–86. CrossrefGoogle Scholar
Valian, V., & Levitt, A.
(1996) Prosody and adults’ learning of syntactic structure. Journal of Memory and Language, 35, 497–516. CrossrefGoogle Scholar
Williams, J. N.
(2003) Induction of noun classes by adult learners and connectionist models. In R. van Hout, A. Hulk, F. Kuiken, & R. Towell (Eds.), The interface between syntax and the lexicon in second language acquisition (pp. 151–174). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2005) Learning without awareness. Studies in Second Language Acquisition, 27, 269–304. CrossrefGoogle Scholar
(2010) Initial incidental acquisition of word order regularities: Is it just sequence learning? Language Learning, 60 (Supplement 2), 221–244. CrossrefGoogle Scholar
Williams, J. N., & Kuribara, C.
(2008) Comparing a nativist and emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling. Lingua, 118, 522–553. CrossrefGoogle Scholar
Wolfle, D. L.
(1932) The relation between linguistic structure and associative interference in artificial linguistic material. Language, 8, Language Monograph No. 11, 5–55. CrossrefGoogle Scholar
(1933) The relative stability of first and second syllables in an artificial language. Language, 9, 313–315. CrossrefGoogle Scholar
Wonnacott, E., Newport, E. L., & Tanenhaus, M. K.
(2008) Acquiring and processing verb argument structure: Distributional learning in a miniature language. Cognitive Psychology, 56, 165–209. CrossrefGoogle Scholar
Yoshida, H., & Smith, L. B.
(2005) Linguistic cues enhance the learning of perceptual cues. Psychological Science, 16, 90–95. CrossrefGoogle Scholar
Cited by

Cited by other publications

Jackson, Daniel O.
2019. The Potential Relationship Between Openness and Explicit Versus Implicit L2 Knowledge. Journal of Psycholinguistic Research 48:2  pp. 289 ff. Crossref logo

This list is based on CrossRef data as of 27 august 2020. 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.