Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities?
-д хадгалсан:
| -д хэвлэсэн: | Studies in Second Language Acquisition vol. 46, no. 2 (May 2024), p. 581 |
|---|---|
| Үндсэн зохиолч: | |
| Бусад зохиолчид: | , |
| Хэвлэсэн: |
Cambridge University Press
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| Нөхцлүүд: | |
| Онлайн хандалт: | Citation/Abstract Full Text Full Text - PDF |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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MARC
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| 024 | 7 | |a 10.1017/S0272263124000093 |2 doi | |
| 035 | |a 3051916536 | ||
| 045 | 2 | |b d20240501 |b d20240531 | |
| 084 | |a 17614 |2 nlm | ||
| 100 | 1 | |a Hamrick, Phillip |u Kent State University | |
| 245 | 1 | |a Do verbal and nonverbal declarative memory tasks in second language research measure the same abilities? | |
| 260 | |b Cambridge University Press |c May 2024 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the relationship between declarative memory and L2 learning. To address these concerns, we examined the relationship between verbal and nonverbal declarative memory abilities within the same task while controlling for task demands and stimulus modality, to estimate the upper bound of the relationship between verbal and nonverbal declarative memory. Results indicate that when task demands and stimulus modality are controlled, verbal and nonverbal declarative memory abilities shared a medium-to-large amount of underlying variance. However, future studies should exercise caution in appraising associations between declarative memory abilities and L2 learning until a more precise understanding of the underlying mechanisms is achieved. | |
| 653 | |a Language | ||
| 653 | |a Individual differences | ||
| 653 | |a Stimulus modality | ||
| 653 | |a Second language learning | ||
| 653 | |a Memory | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Roles | ||
| 653 | |a Learning | ||
| 653 | |a Ability | ||
| 653 | |a Stimuli | ||
| 653 | |a Stimulus | ||
| 653 | |a Verbal memory | ||
| 653 | |a Recall (Psychology) | ||
| 653 | |a Paired Associate Learning | ||
| 653 | |a Learning Processes | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Associative Learning | ||
| 653 | |a Language Aptitude | ||
| 700 | 1 | |a Was, Christopher A |u Kent State University | |
| 700 | 1 | |a Zhang, Yin |u Kent State University | |
| 773 | 0 | |t Studies in Second Language Acquisition |g vol. 46, no. 2 (May 2024), p. 581 | |
| 786 | 0 | |d ProQuest |t Psychology Collection | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3051916536/abstract/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3051916536/fulltext/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3051916536/fulltextPDF/embedded/J7RWLIQ9I3C9JK51?source=fedsrch |