During the production of language, speakers tend to use the same structural patterns from one utterance to the next if it is possible to do so. For example, if a speaker uses a passive or dative construction, he/she is relatively more likely to use the same construction again in the next utterance (e.g., Bock, 1986; Bock & Loebell, 1990; Hartsuiker & Kolk, 1998): the sentence structure "persists".The current study investigates syntactic persistence in first and second language speakers of English and Korean using within-language primes (Experiments 1A, 1B, and 2) and across-language primes (Experiment 3). The target structures were transitive alternate structures (active and passive) and dative alternate structures (double object dative/DAT-ACC dative and prepositional dative/ACC-DAT dative). The experimental paradigm involved repetition of an auditory stimulus, followed by picture description. Overall, syntactic priming effects were found, although various magnitudes were observed as a function of structure; strong effects were found for "shared" syntactic constructions across languages (e.g., active vs. passive) and weak priming effects were found for syntactic constructions not shared (e.g., double object dative vs. prepositional dative) between English and Korean. Other asymmetrical priming effects were observed, reflecting differences between Korean and English such that reliable priming effects were found from L1 to L2, but not from L2 to L1 for Korean-as-L2 speakers (English-as-L1) These patterns of asymmetrical priming imply that cross-linguistic differences might interfere with syntactic persistence in production process unless speakers are highly advanced proficient bilinguals. Also, the present study showed that syntactic priming appears to be sensitive to the order of case-marked phrases in the cross-language priming condition. This finding indicates that the order of case-marked arguments is involved in syntactic repetition. It shed lights on further universal accounts of syntactic priming.

This study evaluated the effects of input enhancement techniques and metalinguistic/collaborative awareness on the acquisition of the plural -s morpheme. Additionally, the durability of these interventions on the target linguistic feature was examined. The two treatment groups and the comparison group consisted of 101 grade 5 students enrolled in a French-language school board in the Montreal area. A pretest-posttest design was used to assess participants before and after the treatments. A series of 8 oral and written treatment activities focusing on plural -s were specifically created for the study, which lasted 4 weeks. The findings demonstrate that both groups showed durable, definite intervention effects for written production. The metalinguistic/collaborative group significantly outperformed the input enhancement group in oral production, indicating that input enhancement in conjunction with metalinguistic awareness is effective. Nonetheless, the learning effect for oral production was found to be robust for both groups, 5 months after the end of the treatment period, as well as for a small subsample selected from each group 10 months later.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 124-126). Also available in electronic format on the Internet.

abstract: Intuitive decision making refers to decision making based on situational pattern recognition, which happens without deliberation. It is a fast and effortless process that occurs without complete awareness. Moreover, it is believed that implicit learning is one means by which a foundation for intuitive decision making is developed. Accordingly, the present study investigated several factors that affect implicit learning and the development of intuitive decision making in a simulated real-world environment: (1) simple versus complex situational patterns; (2) the diversity of the patterns to which an individual is exposed; (3) the underlying mechanisms. The results showed that simple patterns led to higher levels of implicit learning and intuitive decision-making accuracy than complex patterns; increased diversity enhanced implicit learning and intuitive decision-making accuracy; and an embodied mechanism, labeling, contributes to the development of intuitive decision making in a simulated real-world environment. The results suggest that simulated real-world environments can provide the basis for training intuitive decision making, that diversity is influential in the process of training intuitive decision making, and that labeling contributes to the development of intuitive decision making. These results are interpreted in the context of applied situations such as military applications involving remotely piloted aircraft. / Dissertation/Thesis / Ph.D. Psychology 2011

Mounting evidence has suggested that structures such as the anterior cingulate cortex (ACC) and other areas within the medial-frontal cortex are part of a reinforcement learning system responsible for the optimization of behaviour (Holroyd & Coles, 2002). However, we also learn without reinforcement and it has been less clear what neural structures are recruited in these instances. The P300 component of the human event-related brain potential (ERP) has been intensely researched in regards to context updating and the processing of novel stimuli (Spencer, Dien, & Donchin, 2001). Here, I sought to elaborate on the role of the P300 ERP component in implicit learning of stimulus frequencies – learning driven by the stimulus itself and not reward feedback. I propose over the course of three experiments that I have provided evidence indicating that the P300 and its neural sources play a role in feedback-free learning mechanisms. Specifically, in a feedback-free paradigm participants are shown to learn stimulus frequencies. While this occurs, P300 amplitude scales in line with participant behaviour and stimulus frequency. A common trend is revealed in how quickly this amplitude scaling occurs, suggesting further mechanisms are at play. Trial-by-trial analysis ultimately shows that behavioural prediction error formula and neural correlate prediction errors utilize a nearly identical function. These trends hold even in a passive auditory task in which the participant is fully distracted. / Graduate

abstract: Incidental learning of sequential information occurs in visual, auditory and tactile domains. It occurs throughout our lifetime and even in nonhuman species. It is likely to be one of the most important foundations for the development of normal learning. To date, there is no agreement as to how incidental learning occurs. The goal of the present set of experiments is to determine if visual sequential information is learned in terms of abstract rules or stimulus-specific details. Two experiments test the extent to which interaction with the stimuli can influence the information that is encoded by the learner. The results of both experiments support the claim that stimulus and domain specific details directly shape what is learned, through a process of tuning the neuromuscular systems involved in the interaction between the learner and the materials. / Dissertation/Thesis / M.A. Psychology 2013

The aim of this paper was to investigate student and teacher attitudes towards English vocabulary learning and teaching. Secondary aims were to find out how a number of students learn new vocabulary and whether teachers prefer explicit or implicit teaching methods. The investigation was conducted by letting 75 students in two lower secondary schools and 24 teachers of English from different schools answer questionnaires about vocabulary learning and vocabulary teaching. The results show that both the students and the teachers generally had positive attitudes towards vocabulary learning. The teachers of English did not prefer explicit teaching methods to implicit teaching methods when teaching vocabulary, but they thought implicit vocabulary teaching to be most effective. The results also show that the students claim to learn new vocabulary in varied ways and watching English movies or TV-series and by playing computer- or video games were singled out as the most effective ways to acquire new vocabulary by the students. Hence, the results show that both the teachers and the students agreed on implicit vocabulary learning to be the most effective, however, previous research has shown that vocabulary is most effectively learnt explicitly.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Doctor of Philosophy / Department of Psychology / James C. Shanteau / A training protocol was developed to teach an implicit reasoning strategy to encourage the consideration of alternatives, specifically in behavioral trap decision environments. Engaging the strategy would thereby decrease the effect of focusing on traps, resulting in more rational behavior. In two studies, training was delivered in an instructor-less environment using paper-pencil and multimedia examples. The main training components consisted of analogical problem solving and counterfactual thinking. The potential moderators between training and performance outcomes consisted of an information processing disposition Need for Cognitive Closure, an individualized approach to decisions, Decision-Making Style, and a capacity to process information Working Memory Capacity. Arousal and mood were also measured before, during, and after the training as both have been linked with learning. In Study 1, participants engaged in analogical problem solving, additive counterfactual thinking, subtractive counterfactual thinking, or none of these (i.e., control group). Results revealed that the training was minimally effective, although some comparisons revealed a large shift from pre- to post-training in commitment score away from trap options. Likewise, the Need for Cognitive Closure was the best predictor of decision behavior revealing that a predisposition for amount of information processed during decision making is indicative of behavioral outcomes in this decision environment. Based on results from Study 1, the training was reformatted in Study 2 to obtain the maximum potential benefit. Analogical problem solving was coupled with each form of counterfactual thinking so participants engaged in both critical thinking processes. When training was effective, the two forms were differentially effective as related to behavioral trap problem type. Forward-looking training assisted problem types that force explicit cost recognition and immediate decision outcomes. Past-looking training assisted problem types that force little cost recognition and delayed decision outcomes. Results of this project could be used to enhance the acquisition of critical thinking as well as improve educational practices. Both information processing disposition and decision approach style predicted learning whereas capacity to process information and training manipulations did not. Future projects will examine how long the training effects last and if critical thinking training can be successfully applied to other decision environments.

The present dissertation explored the acquisition of grammatical knowledge in L2 by adults. The main focus was to investigate the role of type and token frequency in knowledge acquisition under incidental learning conditions. Such impact was studied by using different experimental conditions, in which items were presented with high or low type and token frequency during training. The mediating effect of working memory in such learning conditions was also measured. The material for the study was a natural language (Russian), as opposed to the previous research having used mainly artificial or semi-artificial languages. Within the course of four experiments native speakers of English with no previous knowledge of a Slavic language were exposed to noun-adjective agreement patterns of different complexity. A simple noun-adjective agreement pattern according to gender was used in Experiment 1. A medium-complexity pattern, according to gender and case, was chosen in Experiment 2. And a complex noun-adjective agreement pattern, according to gender, case and number, was used in Experiment 3. Experiment 4 employed the same agreement pattern as in Experiment 2; animacy effects were also studied by selecting animate and inanimate head nouns as stimuli. The knowledge acquired was tested both in comprehension and production domains. Working memory was measured using the Operation and Reading span tests. The results supported a “starting small” approach for production; accuracy was greater in the low type low token frequency and low type high token frequency conditions. For comprehension, high type frequency had shown more effect. Working memory was differentially involved in the production of acquired knowledge in different conditions and not engaged where learning was facilitated by frequency. Levels of knowledge also depended on the complexity of the agreement pattern, frequency effects and the domain of knowledge acquisition: comprehension versus production.