Article published in:
Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 2546
Anderson, J.R
(1980) Cognitive psychology and its implications. San Francisco, CA: Freeman.Google Scholar
Anderson, J.R., & Lebiere, C
(1998) The atomic components of thought. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Baddeley, A
(1997) Human memory: Theory and practice. Revised edition. Hove, UK: Psychology Press.Google Scholar
Bassett, D.S., & Gazzaniga, M.S
(2011) Understanding complexity in the human brain. Trends in Cognitive Sciences, 15, 200–208. CrossrefGoogle Scholar
Bates, E., Dale, P.S., & Thal, D
(1995) Individual differences and their applications for theories of language development. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language (pp. 96–151). Oxford: Blackwell.Google Scholar
Berman, R.A
(2007) Developing linguistic knowledge and language use across adolescence. In E. Hoff & M. Shatz (Eds.), Blackwell handbook of language development (pp. 347–367). Malden, MA: Blackwell. CrossrefGoogle Scholar
Bialystok, E
(1986) Factors in the growth of linguistic awareness. Child Development, 57, 498–510. CrossrefGoogle Scholar
Cleeremans, A
(2008) Consciousness: The radical plasticity thesis. In R. Banerjee & B.K. Chakrabarti (Eds), Models of brain and mind-physical, computational and psychological approaches. Progress in Brain Research, 168, 19–33. CrossrefGoogle Scholar
(2011) The radical plasticity thesis: How the brain learns to be conscious Frontiers in Psychology, 2, 1–12. CrossrefGoogle Scholar
Cohen, N.J., & Squire, L.R
(1980) Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210(4466), 207–210. CrossrefGoogle Scholar
Corder, S.P
(1967) The significance of learners’ errors. International Review of Applied Linguistics, 5, 161–169. CrossrefGoogle Scholar
Dąbrowska, E
1997The LAD goes to school: A cautionary tale for nativists. Linguistics, 35, 735–766. CrossrefGoogle Scholar
(2012) Different speakers, different grammars: Individual differences in native language attainment. Linguistic Approaches to Bilingualism, 2, 219–253. CrossrefGoogle Scholar
Dąbrowska, E., & Street, J
2006Individual differences in language attainment: Comprehension of passive sentences by native and non-native English speakers. Language Sciences, 28, 604–615. 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
DeKeyser, R
(2003) Implicit and explicit learning. In C.J. Doughty & M.H. Long (Eds.), The handbook of second language learning (pp. 313–348). Oxford: Blackwell.Google Scholar
DeKeyser, R.M
(2009) Cognitive-psychological processes in second language learning. In M.H. Long & C.J. Doughty (Eds.), The handbook of language teaching (pp. 119–138). Oxford: Blackwell. CrossrefGoogle Scholar
Dienes, Z
(2012) Conscious versus unconscious learning of structure. In P. Rebuschat & J.N. Williams (Eds.), Statistical learning and language acquisition (pp. 337–364). Berlin: Mouton de Gruyter.Google Scholar
Dienes, Z., Broadbent, D., & Berry, D
(1991) Implicit and explicit knowledge bases in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 875–887. CrossrefGoogle Scholar
Dienes, Z., & Perner, J
(1999) A theory of implicit and explicit knowledge. Behavioral and Brain Sciences, 22, 735–808. CrossrefGoogle Scholar
Dulany, D.E., Carlson, R.A., & Dewey, G.I
(1984) A case of syntactical learning and judgment. How conscious and how abstract? Journal of Experimental Psychology: General, 113, 541–555. CrossrefGoogle Scholar
Ellis, N.C
(Ed.) (1994) Implicit and explicit learning of languages. London: Academic Press.Google Scholar
Ellis, R
(1993) The structural syllabus and second language acquisition.TESOL Quarterly, 27, 91–113. CrossrefGoogle Scholar
(1994) The study of second language acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H
(2009) Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.Google Scholar
Gregg, K
(1984) Krashen’s Monitor and Occam’s Razor. Applied Linguistics, 5, 79–100. CrossrefGoogle Scholar
Hamrick, P., & Rebuschat, P
(2012) How implicit is statistical learning? In P. Rebuschat & J.N. Williams (Eds.), Statistical learning and language acquisition (pp. 365–382). Berlin: Mouton de Gruyter.Google Scholar
Hart, B., & Risley, T
(1995) Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brooks.Google Scholar
Hikosaka, O., Nakamura, K., Sakai, K., & Nakahara, H
(2002) Central mechanisms of motor skill learning. Current Opinion in Neurobiology, 12, 217–222. CrossrefGoogle Scholar
Hulstijn, J.H
(1990) A comparison between the information-processing and the analysis/control approaches to language learning. Applied Linguistics, 11, 30–45. CrossrefGoogle Scholar
(2002) Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research, 18, 193–223. CrossrefGoogle Scholar
(2011) Language proficiency in native and nonnative speakers: An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8, 229–249. CrossrefGoogle Scholar
(2013) Is the second language acquisition discipline disintegrating? Language Teaching, 46, 511–517. CrossrefGoogle Scholar
(2015) Language proficiency in native and non-native speakers: Theory and research. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Hulstijn, J.H. & De Graaff, R
(1994) Under what conditions does explicit knowledge of a second language facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97‑112.Google Scholar
Hulstijn, J.H., & Hulstijn, W
(1984) Grammatical errors as a function of processing constraints and explicit knowledge. Language Learning, 34, 23‑43.Google Scholar
Karmiloff-Smith, A
(1992) Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: The MIT Press.Google Scholar
Krashen, S
(1978) Individual variation in the use of the monitor. In W. Ritchie (Ed.), Second language acquisition research (pp. 175–183). New York, NY: Academic Press.Google Scholar
(1981) Second language acquisition and second language learning. Oxford: Pergamon.Google Scholar
(1982) Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
(1985) The input hypothesis: Issues and implications. London: Longman.Google Scholar
(1991) The input hypothesis: An update. Georgetown University Round Table on Languages and Linguistics, 1991, 409–431.Google Scholar
Lieven, E
(2006) Variation in first language acquisition. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed,, Vol. B) (pp. 350–354). Amsterdam: Elsevier. CrossrefGoogle Scholar
(2009) Developing constructions. Cognitive Linguistics, 20, 191–199. CrossrefGoogle Scholar
Macnamara, J
(1973) The cognitive strategies of language learning. In J.W. Oller & J.C. Richards (Eds.), Focus on the learner (pp 57–63). Rowley, MA: Newbury House.Google Scholar
MacWhinney, B
(1989) Competition and connectionism. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp. 422–457). Cambridge: Cambridge University Press.Google Scholar
(2008) A unified model. In P. Robinson & N.C. Ellis (Eds.), Handbook of cognitive linguistics and second language acquisition (pp. 341–371). New York, NY: Routledge.Google Scholar
(2011) The logic of the unified model. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition. New York, NY: Routledge.Google Scholar
McClelland, J.L., McNaughton, B.L., & O’Reilly, R.C
(1995) Why there are complementary learning systems in the hippocampus and neocortex: Insights from the successes and failures of connectionist models of learning and memory. Psychological Review, 102, 419–457. CrossrefGoogle Scholar
McLaughlin, B
(1978) The Monitor Model: some methodological considerations. Language Learning, 28, 309–332. CrossrefGoogle Scholar
Meisel, J.M
(2011) First and second language acquisition: Parallels and differences. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Mulder, K., & Hulstijn, J.H
(2011) Linguistic skills of adult native speakers, as a function of age and level of education. Applied Linguistics, 32, 475–494. CrossrefGoogle Scholar
Misyak, J.B., Goldstein, M.H., & Christiansen, M.H
(2012) Statistical-sequential learning in development. In P. Rebuschat & J.N. Williams (Eds.), Statistical learning and language acquisition (pp. 13–54). Berlin: Mouton de Gruyter.Google Scholar
Muñoz, C., & Singleton, D
(2011) A critical review of age-related research on L2 ultimate attainment. Language Teaching, 44, 1–35. CrossrefGoogle Scholar
Newmeyer, F.J
1998Language form and language function. Cambridge, MA: The MIT Press.Google Scholar
O’Grady, W
(2005) Syntactic carpentry: An emergentist approach to syntax. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2012) Language acquisition without an acquisition device. Language Teaching, 45, 116–130. CrossrefGoogle Scholar
Paradis, M
(1994) Neurolinguistic aspects of implicit and explicit memory: Implications for bilingualism and SLA. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 393–419). London: Academic Press.Google Scholar
(2004) A neurolinguistic theory of bilingualism. Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Perruchet, P
(2008) Implicit learning. In H.L. Roediger, III (Ed.), Cognitive psychology of memory (Vol. 2): of Learning and memory : A comprehensive reference, 4 vols., J. Byrne, Ed.) (pp.597–621). Oxford : Elsevier. CrossrefGoogle Scholar
Perruchet, P., & Pacteau, C
(1990) Synthetic grammar learning: Implicit rule abstraction or explicit fragmentary knowledge. Journal of Experimental Psychology: General, 119, 264–275. CrossrefGoogle Scholar
Perruchet, P., & Vinter, A
(1998) PARSER: A model for word segmentation. Journal of Memory & Language, 39, 246–263. CrossrefGoogle Scholar
Poldrack, R.A
(2010) Mapping mental function to brain structure: How can cognitive neuroimaging succeed? Perspectives in Psychological Science, 5, 753–761. CrossrefGoogle Scholar
Pothos, E.M
(2007) Theories of artificial grammar learning. Psychological Bulletin, 133, 227–244, CrossrefGoogle Scholar
Reber, A.S
(1967) Implicit learning of artificial grammar. Journal of Verbal Learning and Verbal Behaviour, 6, 855–863. CrossrefGoogle Scholar
Reber, A.S., Allen, R., & Reber, P.J
(1999) Implicit versus explicit learning. In R.J. Sternberg (Ed.), The nature of cognition (pp. 475–513). Cambridge, MA: The MIT Press.Google Scholar
Rebuschat, P., & Williams, J.N
(Eds.) (2012) Statistical learning and language acquisition. Berlin: Mouton de Gruyter.Google Scholar
Reder, L.M., Park, H., & Kieffaber, P.D
(2009) Memory systems do not divide on consciousness: Reinterpreting memory in terms of activation and binding. Psychological Bulletin, 135, 23–49. CrossrefGoogle Scholar
Reed, N., McLeod, P., & Dienes, Z
(2010) Implicit knowledge and motor skill: What people who know how to catch don’t know. Consciousness and Cognition, 19, 63–76. CrossrefGoogle Scholar
Selinker, L
(1972) Interlanguage. International Review of Applied Linguistics, 10, 209–231. CrossrefGoogle Scholar
Shanks, D.R
(2005) Implicit learning. In K. Lamberts & R. Goldstone (Eds.), Handbook of cognition (pp. 202–220). London: Sage. CrossrefGoogle Scholar
Sharwood Smith, M
(1981) Consciousness-raising and the second language learner. Applied Linguistics, 2, 159–169. CrossrefGoogle Scholar
Shukla, M., Gervain, J., Mehler, J., & Nespor, M
(2012) Linguistic constraints on statistical learning in early language acquisition. In P. Rebuschat & J.N. Williams (Eds.), Statistical learning and language acquisition (pp. 171–202). Berlin: Mouton de Gruyter.Google Scholar
Smolensky, P
(1999) Grammar-based connectionist approaches to language. Cognitive Science, 23, 589–613. CrossrefGoogle Scholar
Squire, L.R., & Knowlton, B.J
(2000) The medial temporal lobe, the hippocampus, and the memory systems of the brain. In M.S. Gazzaniga (Ed.), The new cognitive neurosciences (pp. 765–779). Cambridge, MA: The MIT Press.Google Scholar
Sun, R
(1997) Learning, action, and consciousness: A hybrid approach towards modelling consciousness. Neural networks, 10, 1317–1331. CrossrefGoogle Scholar
Sun R
(1999) Accounting for the computational basis of consciousness: A connectionist approach. Consciousness and Cognition, 8, 529–565. CrossrefGoogle Scholar
Sun, R., Slusarz, P., & Terry, C
(2005) The interaction of the explicit and the implicit in skill learning: A dual-process approach. Psychological Review, 112, 159–192. CrossrefGoogle 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, 105–22. CrossrefGoogle Scholar
(2004) Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92, 231–270. 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
Tomasello, M
(2008) The origins of communication. Cambridge, MA: The MIT Press.Google Scholar
Towell, R., & Hawkins, R
(1994) Approaches to second language acquisition. Clevedon: Multilingual Matters.Google Scholar
VanPatten, B., & Williams, J
(Eds.) (2007) Theories in second language acquisition: An introduction. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Williams, J.N
(2009) Implicit learning. In W.C. Ritchie & T.K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 319–353). Bingley: Emerald.Google Scholar
Cited by

Cited by 18 other publications

Agebjörn, Anders
2020.  In Formal Linguistics and Language Education [Educational Linguistics, 43],  pp. 179 ff. Crossref logo
Al-Hoorie, Ali H.
2019.  In The Palgrave Handbook of Motivation for Language Learning,  pp. 561 ff. Crossref logo
Andringa, Sible
2020. The emergence of awareness in uninstructed L2 learning: A visual world eye tracking study. Second Language Research 36:3  pp. 335 ff. Crossref logo
Andringa, Sible & Patrick Rebuschat
2015. NEW DIRECTIONS IN THE STUDY OF IMPLICIT AND EXPLICIT LEARNING. Studies in Second Language Acquisition 37:2  pp. 185 ff. Crossref logo
Bordag, Denisa & Andreas Opitz
2021.  In Handbuch Deutsch als Fremd- und Zweitsprache,  pp. 192 ff. Crossref logo
Butler, Yuko Goto
2022. Teaching vocabulary to young second- or foreign-language learners. Language Teaching for Young Learners  pp. 4 ff. Crossref logo
Chen, Tsung-Ying
2020. An inductive learning bias toward phonetically driven tonal phonotactics. Language Acquisition 27:3  pp. 331 ff. Crossref logo
Chen, Tsung-Ying
2022. On the learnability of level-based and unit-based tonal OCP generalizations: An artificial grammar learning study. Glossa: a journal of general linguistics 7:1 Crossref logo
Ewert, Doreen E.
2019.  In The Handbook of Informal Language Learning,  pp. 395 ff. Crossref logo
2018. The role of working memory in processing L2 input: Insights from eye-tracking. Bilingualism: Language and Cognition 21:2  pp. 355 ff. Crossref logo
Kerz, Elma, Daniel Wiechmann & Florian B. Riedel
2017. IMPLICIT LEARNING IN THE CROWD. Studies in Second Language Acquisition 39:4  pp. 711 ff. Crossref logo
Penny Lamb and Po Yuk Ko, Gierlinger, Erwin Maria, Harald Spann & Thomas Wagner
2016. Variation theory in Austrian initial EFL teacher education: potentials and challenges. International Journal for Lesson and Learning Studies 5:2  pp. 130 ff. Crossref logo
Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh
2019. The opt out paradigm. Dutch Journal of Applied Linguistics 8:2  pp. 206 ff. Crossref logo
Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh
2021. Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?. Language Learning 71:2  pp. 573 ff. Crossref logo
Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh
2022. The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development 18:2  pp. 201 ff. Crossref logo
Watson, Annabel M., Ruth M. C. Newman & Sharon D. Morgan
2021. Metatalk and metalinguistic knowledge: the interplay of procedural and declarative knowledge in the classroom discourse of first-language grammar teaching. Language Awareness 30:3  pp. 257 ff. Crossref logo
Yilmaz, Yucel & Gisela Granena
2021. IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK. Studies in Second Language Acquisition 43:3  pp. 523 ff. Crossref logo
Zhao, Chuqi, Judit Kormos, Patrick Rebuschat & Shungo Suzuki
2021. The role of modality and awareness in language learning. Applied Psycholinguistics 42:3  pp. 703 ff. Crossref logo

This list is based on CrossRef data as of 14 may 2022. 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.