Chapter published in:
Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan
Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian
[Task-Based Language Teaching 13] 2019
► pp. 305316
Anderson, J.
(1983) The architecture of cognition. Cambridge, MA: Harvard University Press.Google Scholar
Bates, E., McNew, S., MacWhinney, B., Devescovi, A., & Smith, S.
(1982) Functional constraints on sentence processing: A cross-linguistic study. Cognition, 11, 245–299. CrossrefGoogle Scholar
Brown, C., Snodgrass, T., Kemper, S. J., Herman, R., & Covington, M. A.
(2008) Automatic measurement of propositional idea density from part-of-speech tagging. Behavior Research Methods, Instruments, and Computers, 40(2), 540–545. doi: CrossrefGoogle Scholar
Covington, M.
(2007) MATTR user manual (CASPR research report 2007–05). Athens, GA. Retrieved from < http://​www​.ai​.uga​.edu​/caspr>Google Scholar
de Jong, N., & Perfetti, C.
(2011) Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization. Language Learning, 61, 533–568. CrossrefGoogle Scholar
Derwing, T. M., Munro, M. J., Thomson, R. I., & Rossiter, M. J.
(2009) The relationship between L1 fluency and L2 fluency development. Studies in Second Language Acquisition, 31(4), 533–557. CrossrefGoogle Scholar
Dominey, P., Hoen, M., & Inui, T.
(2006) A neurolinguistic model of grammatical construction processing. Journal of Cognitive Neuroscience, 18, 2088–2177. CrossrefGoogle Scholar
Gass, S., Mackey, M., Alvarez-Torres, M. J., & Fernández-Gracía, M.
(1999) The effects of task repetition on linguistic output. Language Learning, 49(4), 549–581. CrossrefGoogle Scholar
Gobet, F.
(2005) Chunking models of expertise: Implications for Education. Applied Cognitive Psychology, 19(183–204).Google Scholar
Kemmerer, D.
(2015) The cognitive neuroscience of language. New York, NY: Psychology Press.Google Scholar
Kowalski, J., Gordon, G., & MacWhinney, B.
(2014) Statistical modeling of student performance to improve Chinese dictation skills with an intelligent tutor. Journal of Educational Data Mining, 6, 3–27.Google Scholar
Levelt, W. J. M.
(1989) Speaking: From intention to articulation. Cambridge, MA: The MIT Press.Google Scholar
Li, P., Zhao, X., & MacWhinney, B.
(2007) Dynamic self-organization and early lexical development in children. Cognitive Science, 31, 581–612. CrossrefGoogle Scholar
MacWhinney, B.
(1982) Basic syntactic processes. In S. Kuczaj (Ed.), Language acquisition, Vol. 1: Syntax and semantics (pp.73–136). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
(1989) Competition and lexical categorization. In R. Corrigan, F. Eckman, & M. Noonan (Eds.), Linguistic categorization (pp.195–242). Amsterdam: John Benjamins. CrossrefGoogle Scholar
(2008) How mental models encode embodied linguistic perspectives. In R. Klatzky, B. MacWhinney, & M. Behrmann (Eds.), Embodiment, ego-space, and action (pp.369–410). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2012) The logic of the Unified Model. In S. Gass & A. Mackey (Eds.), The Routledge handbook of second language acquisition (pp.211–227). New York, NY: Routledge.Google Scholar
(2014a) Conclusions: Competition across time. In B. MacWhinney, A. Malchukov, & E. Moravcsik (Eds.), Competing motivations in grammar and usage (pp.364–386). Oxford: Oxford University Press. CrossrefGoogle Scholar
(2014b) Item-based patterns in early syntactic development. In T. Herbst, H.-J. Schmid, & S. Faulhaber (Eds.), Constructions Collocations Patterns (pp.33–70). Berlin: De Gruyter Mouton.Google Scholar
(2015a) Emergentism. In E. Dabrowsksa & D. Divjak (Eds.), Handbook of cognitive linguistics (pp.689–706). Berlin: Mouton de Gruyter. CrossrefGoogle Scholar
(2015b) Multidimensional SLA. In S. Eskilde & T. Cadierno (Eds.), Usage-based perspectives on second language learning (pp.22–45). Oxford: Oxford University Press.Google Scholar
MacWhinney, B., & Bates, E.
(1978) Sentential devices for conveying givenness and newness: A cross-cultural developmental study. Journal of Verbal Learning and Verbal Behavior, 17, 539–558. CrossrefGoogle Scholar
(Eds.) (1989) The crosslinguistic study of sentence processing. New York, NY: Cambridge University Press.Google Scholar
MacWhinney, B., Leinbach, J., Taraban, R., & McDonald, J.
(1989) Language learning: Cues or rules? Journal of Memory and Language, 28, 255–277. CrossrefGoogle Scholar
McDonald, J.
(1987) Sentence interpretation in bilingual speakers of English and Dutch. Applied Psycholinguistics, 8, 379–414. CrossrefGoogle Scholar
McDonald, J., & MacWhinney, B.
(1989) Maximum likelihood models for sentence processing research. In B. MacWhinney & E. Bates (Eds.), The crosslinguistic study of sentence processing (pp.397–421). New York, NY: Cambridge University Press.Google Scholar
McKee, G., Malvern, D. D., Richards, B. J., & Knott, R.
(1998) Vocd: Software for measuring vocabulary diversity through mathematical modelling. Leeds: University of Leeds.Google Scholar
Nation, P.
(2001) Learning vocabulary in another language. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
O'Grady, W.
(2005) Syntactic carpentry. Mahwah, NJ: Lawrence Erlbaum Associates. CrossrefGoogle Scholar
Pavlik, P., Presson, N., Dozzi, G., Wu, S., MacWhinney, B., & Koedinger, K. R.
(2007) The FaCT (Fact and Concept Training) system: A new tool linking cognitive science with educators. In Proceedings of the 29th Annual Conference of the Cognitive Science Society (pp.1379–1384). Nashville, TN: Cognitive Science Society.Google Scholar
Presson, N., Davy, C., & MacWhinney, B.
(2013) Experimentalized CALL for adult second language learners. In J. Schwieter (Ed.), Innovative research and practices in second language acquisition and bilingualism (pp.139–164). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Presson, N., MacWhinney, B., & Tokowicz, N.
(2014) Learning grammatical gender: The use of rules by novice learners. Applied Psycholinguistics, 35, 709–737. CrossrefGoogle Scholar
Schapiro, A. C., Turk-Browne, N. B., Botvinick, M. M., & Norman, K. A.
(2017) Complementary learning systems within the hippocampus: a neural network modelling approach to reconciling episodic memory with statistical learning. Phil. Trans. R. Soc. B, 372(1711), 20160049. CrossrefGoogle Scholar
Schegloff, E.
(2007) Sequence organization in interaction: A primer in conversation analysis. New York, NY: Cambridge University Press. CrossrefGoogle Scholar
Skehan, P.
(1998) A cognitive approach to language learning. Oxford: Oxford University Press.Google Scholar
(2014) Processing perspectives on task performance. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Skehan, P., Foster, P., & Shum, S.
(2016) Ladders and snakes in second language fluency. International Review of Applied Linguistics, 54(2), 97–112. CrossrefGoogle Scholar
Stocco, A., Lebiere, C., & Anderson, J. R.
(2010) Conditional routing of information to the cortex: A model of the basal ganglia’s role in cognitive coordination. Psychological Review, 117(2), 541. CrossrefGoogle Scholar
Ullman, M.
(2004) Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92, 231–270. CrossrefGoogle Scholar
Walter, D.
(2015) Instructing German declension: Additive versus concept-based approaches. Pittsburgh, PA: Carnegie Mellon University,Google Scholar
Wong, A., Zhao, H., & MacWhinney, B.
(2018) A cognitive linguistics application for second language pedagogy: The English preposition tutor. Language Learning. CrossrefGoogle Scholar
Yoshimura, Y., & MacWhinney, B.
(2007) The effect of oral repetition in L2 speech fluency: System for an experimental tool and a language tutor. SLATE Conference, 25–28.Google Scholar
Zhao, H., & MacWhinney, B.
(2018) The instructed learning of form–function mappings in the English article system. Modern Language Journal. doi: CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

MacWhinney, Brian
2022.  In A Life in Cognition [Language, Cognition, and Mind, 11],  pp. 3 ff. Crossref logo

This list is based on CrossRef data as of 01 april 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.