27 results on '"Morgan‐Short, Kara"'
Search Results
2. (Why) Are Open Research Practices the Future for the Study of Language Learning?
- Author
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Marsden, Emma and Morgan‐Short, Kara
- Abstract
Open research practices are relevant to all stages of research, from conceptualization through dissemination. Here, we discuss key facets of open research, highlighting its rationales, infrastructures, behaviors, and challenges. Part I conceptualizes open research and its rationales. Part II identifies challenges such as the speed and cost of open research, the usability of open data and materials, the difficulties of conducting replication research, and the economics and sustainability of open access and open research generally. In discussing these challenges, we have sought to provide examples of good practice, describe and evaluate emerging innovations, and envision change. Part III considers ongoing coevolutions of culture, infrastructure, and behaviors and acknowledges the limitations of our review and of open research practices. We argue that open research is indeed a large part of our future, and most—if not all—challenges are surmountable, but doing so requires significant changes for many aspects of the research process. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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3. Exploring New Insights Into Explicit and Implicit Second Language Processing: Event‐Related Potentials Analyzed by Source Attribution.
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Morgan‐Short, Kara, Finestrat, Irene, Luque, Alicia, and Abugaber, David
- Subjects
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SECOND language acquisition , *EVOKED potentials (Electrophysiology) , *ELECTROENCEPHALOGRAPHY , *SPANISH language , *IMPLICIT learning , *EXPLICIT instruction - Abstract
In this exploratory study, we considered the method of combining event‐related potentials (ERPs) and source attributions as a means for examining the explicit or implicit nature of second language (L2) knowledge and processing. We recorded electroencephalograms while L2 Spanish participants judged phrase structure and subject‐verb agreement sentences and provided source attributions—guess, intuition, memory, rule. The participants evidenced above chance performance and anterior P600 effects to the stimuli overall. We examined whether ERPs differed by explicit (memory, rule) or implicit (guess, intuition) source attributions. Mixed‐effects models indicated more positive ERPs when the participants indicated explicit source attributions. Thus, the anterior P600 evidenced in our study seemed to reflect subjectively reported explicit knowledge. Future research will be necessary to reproduce this finding, to understand ERP effects that may be associated with implicit knowledge, and to further explore how ERPs may be triangulated with other types of data to better understand the nature of L2. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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4. Insights into the neural mechanisms of becoming bilingual: A brief synthesis of second language research with artificial linguistic systems.
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Morgan-Short, Kara
- Subjects
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LANGUAGE research , *ARTIFICIAL languages , *ONLINE education , *GRAMMAR , *INSIGHT - Abstract
Artificial linguistic systems can offer researchers test tube-like models of second language (L2) acquisition through which specific questions can be examined under tightly controlled conditions. This paper examines what research with artificial linguistic systems has revealed about the neural mechanisms involved in L2 grammar learning. It first considers the validity of meaningful and non-meaningful artificial linguistic systems. Then it contextualizes and synthesizes neural artificial linguistic system research related to questions about age of exposure to the L2, type of exposure, and online L2 learning mechanisms. Overall, using artificial linguistic systems seems to be an effective and productive way of developing knowledge about L2 neural processes and correlates. With further validation, artificial linguistic system paradigms may prove an important tool more generally in understanding how individuals learn new linguistic systems as they become bilingual. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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5. Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension.
- Author
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Morgan‐Short, Kara, Marsden, Emma, Heil, Jeanne, Issa II, Bernard I., Leow, Ronald P., Mikhaylova, Anna, Mikołajczak, Sylwia, Moreno, Nina, Slabakova, Roumyana, and Szudarski, Paweł
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REPLICATION (Experimental design) , *SECOND language acquisition , *LISTENING comprehension , *READING comprehension , *EXPERIMENTAL design , *EDUCATION - Abstract
Abstract: We conducted a multisite replication study with aspects of preregistration in order to explore the feasibility of such an approach in second language (L2) research. To this end, we addressed open questions in a line of research that has examined whether having learners attend to form while reading or listening to a L2 passage interferes with comprehension. Our results are consistent with findings from the specific paradigm that we replicated in that no effects on comprehension were detected in analyses conducted over all sites. However, further investigation is warranted due to site‐specific effects and methodological limitations. We found all aspects of the multisite registered replication approach to be useful although the registration component itself appeared to be an especially feasible and valuable first step toward increasing the robustness and generalizability of findings in our field. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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6. Replication in Second Language Research: Narrative and Systematic Reviews and Recommendations for the Field.
- Author
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Marsden, Emma, Morgan‐Short, Kara, Thompson, Sophie, and Abugaber, David
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REPLICATION (Experimental design) , *SECOND language acquisition , *EXPERIMENTAL design , *LINGUISTICS , *PSYCHOLOGY , *EDUCATION - Abstract
Abstract: Despite its critical role for the development of the field, little is known about replication in second language (L2) research. To better understand replication practice, we first provide a narrative review of challenges related to replication, drawing on recent developments in psychology. This discussion frames and motivates a systematic review, building on syntheses of replication in psychology, education, and L2 research. We coded 67 self‐labeled L2 replication studies found across 26 journals for 136 characteristics. We estimated a mean rate of 1 published replication study for every 400 articles, with a mean of 6.64 years between initial and replication studies and a mean of 117 citations of the initial study before a replication was published. Replication studies had an annual mean of 7.3 citations, much higher than averages in linguistics and education. Overlap in authorship between initial and replication studies and the availability of the initial materials both increased the likelihood of a replication supporting the initial findings. Our sample contained no direct (exact) replication attempts, and changes made to initial studies were numerous and wide ranging, which likely obscured, if not undermined, the interpretability of replication studies. To improve the amount and quality of L2 replication research, we propose 16 recommendations relating to rationale, nomenclature, design, infrastructure, and incentivization for collaboration and publication. [ABSTRACT FROM AUTHOR]
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- 2018
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7. Introducing Registered Reports at Language Learning: Promoting Transparency, Replication, and a Synthetic Ethic in the Language Sciences.
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Marsden, Emma, Morgan‐Short, Kara, Trofimovich, Pavel, and Ellis, Nick C.
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FOREIGN language education , *LANGUAGE & education , *OPEN data movement , *ACQUISITION of data , *DATA management - Abstract
Abstract: The past few years have seen growing interest in open science practices, which include initiatives to increase transparency in research methods, data collection, and analysis; enhance accessibility to data and materials; and improve the dissemination of findings to broader audiences. Language Learning is enhancing its participation in the open science movement by launching Registered Reports as an article category as of January 1, 2018. Registered Reports allow authors to submit the conceptual justifications and the full method and analysis protocol of their study to peer review prior to data collection. High‐quality submissions then receive provisional, in‐principle acceptance. Provided that data collection, analyses, and reporting follow the proposed and accepted methodology and analysis protocols, the article is subsequently publishable whatever the findings. We outline key concerns leading to the development of Registered Reports, describe its core features, and discuss some of its benefits and weaknesses. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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8. The interplay of individual differences and context of learning in behavioral and neurocognitive second language development.
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Faretta-Stutenberg, Mandy and Morgan-Short, Kara
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LEARNING , *SECOND language acquisition , *COGNITIVE ability , *MEMORY , *SYNTAX (Grammar) - Abstract
In order to understand variability in second language (L2) acquisition, this study addressed how individual differences in cognitive abilities may contribute to development for learners in different contexts. Specifically, we report the results of two short-term longitudinal studies aimed at examining the role of cognitive abilities in accounting for changes in L2 behavioral performance and neurocognitive processing for learners in ‘at-home’ and ‘study-abroad’ settings. Learners completed cognitive assessments of declarative, procedural, and working memory abilities. Linguistic assessments aimed at determining behavioral sensitivity and online processing of L2 Spanish syntax were administered before and after a semester of study in either a traditional university classroom context (Experiment 1) or a study-abroad context (Experiment 2). At-home learners evidenced behavioral gains, with no detected predictive role for individual differences in cognitive abilities. Study-abroad learners evidenced behavioral gains and processing changes that were partially accounted for by procedural learning ability and working memory. Taken together, these results provide preliminary insight into how individual differences in cognitive abilities may contribute to behavioral and neural processing changes over time among learners in different natural contexts. [ABSTRACT FROM AUTHOR]
- Published
- 2018
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9. The Relationship Between Artificial and Second Language Learning.
- Author
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Ettlinger, Marc, Morgan‐Short, Kara, Faretta‐Stutenberg, Mandy, and Wong, Patrick C.M.
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ARTIFICIAL languages , *LEARNING ability , *LANGUAGE ability testing , *SPANISH language , *INTELLIGENCE levels - Abstract
Artificial language learning ( ALL) experiments have become an important tool in exploring principles of language and language learning. A persistent question in all of this work, however, is whether ALL engages the linguistic system and whether ALL studies are ecologically valid assessments of natural language ability. In the present study, we considered these questions by examining the relationship between performance in an ALL task and second language learning ability. Participants enrolled in a Spanish language class were evaluated using a number of different measures of Spanish ability and classroom performance, which was compared to IQ and a number of different measures of ALL performance. The results show that success in ALL experiments, particularly more complex artificial languages, correlates positively with indices of L2 learning even after controlling for IQ. These findings provide a key link between studies involving ALL and our understanding of second language learning in the classroom. [ABSTRACT FROM AUTHOR]
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- 2016
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10. How inappropriate high-pass filters can produce artifactual effects and incorrect conclusions in ERP studies of language and cognition.
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Tanner, Darren, Morgan‐Short, Kara, and Luck, Steven J.
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HIGHPASS electric filters , *EVOKED potentials (Electrophysiology) , *LANGUAGE & languages , *COGNITION , *SEMANTICS - Abstract
Although it is widely known that high-pass filters can reduce the amplitude of slow ERP components, these filters can also introduce artifactual peaks that lead to incorrect conclusions. To demonstrate this and provide evidence about optimal filter settings, we recorded ERPs in a typical language processing paradigm involving syntactic and semantic violations. Unfiltered results showed standard N400 and P600 effects in the semantic and syntactic violation conditions, respectively. However, high-pass filters with cutoffs at 0.3 Hz and above produced artifactual effects of opposite polarity before the true effect. That is, excessive high-pass filtering introduced a significant N400 effect preceding the P600 in the syntactic condition, and a significant P2 effect preceding the N400 in the semantic condition. Thus, inappropriate use of high-pass filters can lead to false conclusions about which components are influenced by a given manipulation. The present results also lead to practical recommendations for high-pass filter settings that maximize statistical power while minimizing filtering artifacts. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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11. An eye-tracking study on the role of attention and its relationship with motivation.
- Author
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Issa, Bernard, Morgan-Short, Kara, Villegas, Briana, and Raney, Gary
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ATTENTION , *MOTIVATION (Psychology) , *PRONOUNS (Grammar) , *SPANISH language education , *SENTENCES (Grammar) , *SECOND language acquisition - Abstract
This study aimed to assess whether attentional allocation to direct object pronouns in L2 Spanish was influenced by external or internal manipulations of attention and whether these manipulations caused learning of the form. Attention was measured by fixation duration and skipping rate on the pronouns, and learning was measured with a sentence interpretation task. Results provided empirical evidence that both types of manipulations direct attention to target forms in different ways, and bring about learning. In addition to examining the role of attention, the present study examined how different types of motivation, (i.e., integrative, intrinsic and extrinsic) were related to both attentional allocation and learning and found that intrinsic and extrinsic motivation were related to different attentional manipulations. Results are informative for models of L2 acquisition that posit a role for attention, instructed L2 acquisition and L2 motivation research. [ABSTRACT FROM AUTHOR]
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- 2015
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12. Declarative and procedural memory as individual differences in second language acquisition.
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MORGAN-SHORT, KARA, FARETTA-STUTENBERG, MANDY, BRILL-SCHUETZ, KATHERINE A., CARPENTER, HELEN, and WONG, PATRICK C. M.
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EXPLICIT memory , *INDIVIDUAL differences , *SECOND language acquisition , *COGNITIVE ability , *SEMANTICS (Philosophy) , *LEARNING - Abstract
This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received extended comprehension and production practice using the L2. Syntactic development was assessed at both early and late stages of acquisition. Results indicated positive relationships between declarative learning ability and syntactic development at early stages of acquisition and between procedural learning ability and development at later stages of acquisition. Individual differences in these memory abilities accounted for a large amount of variance at both stages of development. The findings are consistent with theoretical perspectives of L2 that posit different roles for these memory systems at different stages of development, and suggest that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners. [ABSTRACT FROM AUTHOR]
- Published
- 2014
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13. Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns.
- Author
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Morgan-Short, Kara, Steinhauer, Karsten, Sanz, Cristina, and Ullman, Michael T.
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FOREIGN language education , *SECOND language acquisition , *ELECTROPHYSIOLOGY , *ARTIFICIAL languages , *LONGITUDINAL method , *NEUROPSYCHOLOGY - Abstract
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brainmechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates traditional grammar-focused classroom settings) and implicit training (that approximates immersion settings) differentially affect neural (electrophysiological) and behavioral (performance) measures of syntactic processing. Results showed that performance of explicitly and implicitly trained groups did not differ at either low or high proficiency. In contrast, electrophysiological (ERP) measures revealed striking differences between the groups; neural activity at both proficiency levels in response to syntactic violations. Implicit training yielded an N400 at low proficiency, whereas at high proficiency, it elicited a pattern typical of native speakers: an anterior negativity followed by a P600 accompanied by a late anterior negativity. Explicit training, by contrast, yielded no significant effects at low proficiency and only an anterior positivity followed by a P600 at high proficiency. Although the P600 is reminiscent of native-like processing, this response pattern as a whole is not. Thus, only implicit training led to an electrophysiological signature typical of native speakers. Overall, the results suggest that adult foreign language learners can come to rely on nativelike language brain mechanisms, but that the conditions under which the language is learned may be crucial in attaining this goal. [ABSTRACT FROM AUTHOR]
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- 2012
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14. Second Language Processing Shows Increased Native-Like Neural Responses after Months of No Exposure.
- Author
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Morgan-Short, Kara, Finger, Ingrid, Grey, Sarah, and Ullman, Michael T.
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SECOND language acquisition , *BRAIN , *EVOKED potentials (Electrophysiology) , *ARTIFICIAL languages , *CLASSROOMS - Abstract
Although learning a second language (L2) as an adult is notoriously difficult, research has shown that adults can indeed attain native language-like brain processing and high proficiency levels. However, it is important to then retain what has been attained, even in the absence of continued exposure to the L2-particularly since periods of minimal or no L2 exposure are common. This event-related potential (ERP) study of an artificial language tested performance and neural processing following a substantial period of no exposure. Adults learned to speak and comprehend the artificial language to high proficiency with either explicit, classroom-like, or implicit, immersion-like training, and then underwent several months of no exposure to the language. Surprisingly, proficiency did not decrease during this delay. Instead, it remained unchanged, and there was an increase in native-like neural processing of syntax, as evidenced by several ERP changes-including earlier, more reliable, and more left-lateralized anterior negativities, and more robust P600s, in response to wordorder violations. Moreover, both the explicitly and implicitly trained groups showed increased native-like ERP patterns over the delay, indicating that such changes can hold independently of L2 training type. The results demonstrate that substantial periods with no L2 exposure are not necessarily detrimental. Rather, benefits may ensue from such periods of time even when there is no L2 exposure. Interestingly, both before and after the delay the implicitly trained group showed more native-like processing than the explicitly trained group, indicating that type of training also affects the attainment of nativelike processing in the brain. Overall, the findings may be largely explained by a combination of forgetting and consolidation in declarative and procedural memory, on which L2 grammar learning appears to depend. The study has a range of implications, and suggests a research program with potentially important consequences for second language acquisition and related fields. [ABSTRACT FROM AUTHOR]
- Published
- 2012
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15. Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns.
- Author
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Morgan-Short, Kara, Steinhauer, Karsten, Sanz, Cristina, and Ullman, Michael T.
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SECOND language acquisition , *EXPLICIT instruction , *IMPLICIT learning , *ELECTROPHYSIOLOGY , *NEUROPHYSIOLOGY , *SEMANTICS (Philosophy) , *HUMAN information processing - Abstract
It is widely believed that adults cannot learn a foreign language in the same way that children learn a first language. However, recent evidence suggests that adult learners of a foreign language can come to rely on native-like language brainmechanisms. Here, we show that the type of language training crucially impacts this outcome. We used an artificial language paradigm to examine longitudinally whether explicit training (that approximates traditional grammar-focused classroom settings) and implicit training (that approximates immersion settings) differentially affect neural (electrophysiological) and behavioral (performance) measures of syntactic processing. Results showed that performance of explicitly and implicitly trained groups did not differ at either low or high proficiency. In contrast, electrophysiological (ERP) measures revealed striking differences between the groups' neural activity at both proficiency levels in response to syntactic violations. Implicit training yielded an N400 at low proficiency, whereas at high proficiency, it elicited a pattern typical of native speakers: an anterior negativity followed by a P600 accompanied by a late anterior negativity. Explicit training, by contrast, yielded no significant effects at low proficiency and only an anterior positivity followed by a P600 at high proficiency. Although the P600 is reminiscent of native-like processing, this response pattern as a whole is not. Thus, only implicit training led to an electrophysiological signature typical of native speakers. Overall, the results suggest that adult foreign language learners can come to rely on native-like language brain mechanisms, but that the conditions under which the language is learned may be crucial in attaining this goal. [ABSTRACT FROM AUTHOR]
- Published
- 2011
16. Second Language Acquisition of Gender Agreement in Explicit and Implicit Training Conditions: An Event-Related Potential Study.
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Morgan-Short, Kara, Sanz, Cristina, Steinhauer, Karsten, and Ullman, Michael T.
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SECOND language acquisition , *ARTIFICIAL languages , *INFLECTION (Grammar) , *MORPHOLOGY (Grammar) , *LANGUAGE acquisition , *BILINGUALISM - Abstract
This study employed an artificial language learning paradigm together with a combined behavioral/event-related potential (ERP) approach to examine the neurocognition of the processing of gender agreement, an aspect of inflectional morphology that is problematic in adult second language (L2) learning. Subjects learned to speak and comprehend an artificial language under either explicit (classroomlike) or implicit (immersionlike) training conditions. In each group, both noun-article and noun-adjective gender agreement processing were examined behaviorally and with ERPs at both low and higher levels of proficiency. Results showed that the two groups learned the language to similar levels of proficiency but showed somewhat different ERP patterns. At low proficiency, both types of agreement violations (adjective, article) yielded N400s, but only for the group with implicit training. Additionally, noun-adjective agreement elicited a late N400 in the explicit group at low proficiency. At higher levels of proficiency, noun-adjective agreement violations elicited N400s for both the explicit and implicit groups, whereas noun-article agreement violations elicited P600s for both groups. The results suggest that interactions among linguistic structure, proficiency level, and type of training need to be considered when examining the development of aspects of inflectional morphology in L2 acquisition. [ABSTRACT FROM AUTHOR]
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- 2010
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17. Positive Evidence Versus Explicit Rule Presentation and Explicit Negative Feedback: A Computer-Assisted Study.
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Sanz, Cristina and Morgan-Short, Kara
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SPANISH language , *SECOND language acquisition , *COMPUTER network resources , *ELECTRONIC information resources , *LANGUAGE acquisition , *LANGUAGE & languages , *INTERLANGUAGE (Language learning) - Abstract
The facilitative role of explicit information in second language acquisition has been supported by a significant body of research (Alanen, 1995; Carroll & Swain, 1993; de Graaff, 1997; DeKeyser, 1995; Ellis, 1993; Robinson, 1996, 1997), but counterevidence is also available (Rosa & O’Neill, 1999; VanPatten & Oikkenon, 1996). This experimental study investigates the effects of computer-delivered, explicit information on the acquisition of Spanish word order by comparing four groups comprised of [+/−Explanation] and [+/−Explicit Feedback]. Results showed that all groups improved significantly and similarly on interpretation and production tests. It is suggested that explicit information may not necessarily facilitate second language acquisition and that exposing learners to task-essential practice is sufficient to promote acquisition. [ABSTRACT FROM AUTHOR]
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- 2004
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18. The relationship between cognitive control and second language proficiency.
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Luque, Alicia and Morgan-Short, Kara
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CONTROL (Psychology) , *BILINGUALISM , *LANGUAGE ability , *SECOND language acquisition , *ADULT learning , *ADULT students , *COGNITIVE ability - Abstract
In the past 20 years, the field of bilingualism has made a substantial effort to better understand the set of cognitive mechanisms that allow bilinguals to functionally manage and use their languages. Among the mechanisms that have been identified, cognitive control has been posited to be key for proficient bilingual language processing and use. However, the role of cognitive control in developing bilingualism, i.e., among adult learners learning a second language (L2), is still unclear with some studies indicating a relationship between cognitive control and adult L2 development/developing bilingualism and other studies finding the opposite pattern. This set of contradictory findings merits further investigation in order to deepen our understanding of the role that cognitive control plays during the process of becoming bilingual. In the present study, we aimed to address this open question by examining the role of cognitive control among adult L2 learners of Spanish at the intermediate level using multiple behavioral measures as a way to provide a multidimensional perspective on the role of cognitive control and developing bilingualism. Our results indicate a significant relationship between cognitive control abilities, specific to reactive control, and overall L2 proficiency. We also found a significant relationship between speed of processing and overall L2 proficiency. The results of this study contribute to the existing body of knowledge on cognitive factors related to developing bilingualism and provide critical new insight into the underlying cognitive mechanisms that may contribute to adult L2 learners becoming bilingual. • The relationship between cognitive control abilities and L2 proficiency is examined. • Cognitive control abilities, specifically reactive control, predict L2 proficiency among adult L2 learners at the intermediate level. • Results suggest that cognitive control may be among the factors related to proficiency outcomes in developing bilingualism. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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19. Bilingual and monolingual adults learning an additional language: ERPs reveal differences in syntactic processing.
- Author
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Grey, Sarah, Sanz, Cristina, Morgan-Short, Kara, and Ullman, Michael T.
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LANGUAGE transfer (Language learning) , *LANGUAGE acquisition , *SYNTAX (Grammar) , *MANDARIN dialects , *EVOKED potentials (Electrophysiology) - Abstract
It has been suggested that bilinguals learn additional languages 'better' than monolinguals. However, evidence is sparse, particularly for grammar. We examined behavioral and neural correlates of learning an additional (artificial) language in early Mandarin–English bilinguals, compared to English monolinguals. Following grammar instruction, participants practiced comprehension and production, and judged grammaticality at low and high proficiency while event-related potentials (ERPs) were acquired. Bilinguals and monolinguals did not differ on behavioral measures, but showed distinct ERP patterns. At low proficiency only bilinguals showed a P600, a common ERP correlate of syntactic processing in native speakers of languages. At high proficiency both groups showed P600s, though the monolinguals also evidenced an anterior positivity not typically found in native speakers of languages during syntactic processing. These findings suggest that, even without bilingual/monolingual behavioral differences, bilinguals show ERP patterns for an additional language that are more similar to those of native speakers of languages. [ABSTRACT FROM AUTHOR]
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- 2018
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20. On high-pass filter artifacts (they’re real) and baseline correction (it's a good idea) in ERP/ERMF analysis.
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Tanner, Darren, Norton, James J.S., Morgan-Short, Kara, and Luck, Steven J.
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HIGHPASS electric filters , *EVOKED potentials (Electrophysiology) , *INSPECTION & review , *ELECTROENCEPHALOGRAPHY , *NEUROSCIENCES - Published
- 2016
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21. The Effects of Instruction on Linguistic Development in Spanish Heritage Language Speakers.
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Potowski, Kim, Jegerski, Jill, and Morgan-Short, Kara
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LINGUISTICS , *SPANISH language education , *FOREIGN language education , *SECOND language acquisition , *GRAMMAR , *LEARNING - Abstract
The current study compared the effects of two second language (L2) instruction types—processing instruction ( VanPatten, 2004 ) and traditional output-based instruction—on the development of the Spanish past subjunctive among U.S. Spanish heritage language speakers and traditional L2 learners. After exposure to instruction, both the heritage learners and the L2 learners showed significant improvement on interpretation and production tasks. Only the L2 learners showed significant improvement for grammaticality judgments. Overall, the L2 learners outperformed the heritage learners. The results suggest that heritage speakers' language development may differ from that of L2 learners, although they also suggest that heritage speakers can benefit from focused grammar instruction. [ABSTRACT FROM AUTHOR]
- Published
- 2009
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22. Neural Oscillations as Predictors of Variability in Second Language Proficiency.
- Author
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Ogunniyi, Victoria, Abugaber, David, Finestrat, Irene, Luque, Alicia, and Morgan-Short, Kara
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SECOND language acquisition , *PSYCHOLINGUISTICS , *ELECTROENCEPHALOGRAPHY - Abstract
Understanding what traits facilitate second language (L2) learning has been the focus of many psycholinguistic studies for the last thirty years. One source of insight comes from quantitative electroencephalography (qEEG), i.e., electrical brain activity recorded from the scalp. Using qEEG, [1] found that functional brain connectivity is predictive of language learning ability. This study extends Prat et al. in investigating the association of qEEG measures for two measures of L2 proficiency, namely: 1. a grammaticality judgment task, wherein participants read and identified Spanish sentences as either correct or incorrect based on possible grammar violations, and 2. a standardized Spanish proficiency test (DELE). Participants were low-intermediate L2 learners recruited from third- and fourth-semester university Spanish classes. Spectral power and coherence within and across six different regions were analyzed for correlations with either scores on the grammaticality judgment task or on the DELE. Follow-up linear regression models based on significant qEEG correlates explained up to 11% of variance in DELE scores but none of the variance in grammaticality judgment task performance. Negative correlations were found between theta frequency coherence and the DELE. Because theta activity has been associated with episodic and working memory performance, these findings suggest that less proficient learners might utilize memory-based strategies more often to compensate for their lack of familiarity with the L2. [ABSTRACT FROM AUTHOR]
- Published
- 2021
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23. Pasaporte: Spanish for Advanced Beginners/ Grammar Exercises and Speaking Activities.
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MORGAN-SHORT, KARA
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SPANISH language education , *NONFICTION - Abstract
The article reviews the book "Pasaporte: Spanish for Advanced Beginners," by Malia LeMond, Cynthia Barlow, and Sharon Foerster, along with a companion CD-ROM entitled "Grammar Exercises and Speaking Activities," by Sharon Foerster and Jean Miller.
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- 2010
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24. Contributions of declarative and procedural memory to accuracy and automatization during second language practice.
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Pili-Moss, Diana, Brill-Schuetz, Katherine A., Faretta-Stutenberg, Mandy, and Morgan-Short, Kara
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EXPLICIT memory , *SECOND language acquisition , *LONG-term memory , *ARTIFICIAL languages , *NATIVE language , *COMPREHENSION - Abstract
Extending previous research that has examined the relationship between long-term memory and second language (L2) development with a primary focus on accuracy in L2 outcomes, the current study explores the relationship between declarative and procedural memory and accuracy and automatization during L2 practice. Adult English native speakers had learned an artificial language over two weeks (Morgan-Short, Faretta-Stutenberg, Brill-Schuetz, Carpenter & Wong, 2014), producing four sessions of practice data that had not been analyzed previously. Mixed-effects models analyses revealed that declarative memory was positively related to accuracy during comprehension practice. No other relationships were evidenced for accuracy. For automatization, measured by the coefficient of variation (Segalowitz, 2010), the model revealed a positive relationship with procedural memory that became stronger over practice for learners with higher declarative memory but weaker for learners with lower declarative memory. These results provide further insight into the role that long-term memory plays during L2 development. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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25. Introduction of Methods Showcase Articles in Language Learning.
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Crossley, Scott, Marsden, Emma, Ellis, Nick, Kormos, Judit, Morgan‐Short, Kara, and Thierry, Guillaume
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LANGUAGE acquisition , *COMPUTATIONAL linguistics - Abstract
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will introduce, as of March 2020, a new manuscript type entitled Methods Showcase Articles (MSAs). The purpose of MSAs is to introduce new or emerging qualitative and quantitative methods, techniques, or instrumentation for language data collection, cleaning, sampling, coding, scoring, and analysis. MSAs are intended to describe methods and provide detailed examples of their application such that language researchers can easily adopt or adapt them in future studies. In this editorial, we outline the goals, format, and benefits of MSAs, discuss how they can advance language sciences, and discuss potential concerns. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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26. Inclusion of Research Materials When Submitting an Article to Language Learning.
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Marsden, Emma, Crossley, Scott, Ellis, Nick, Kormos, Judit, Morgan‐Short, Kara, and Thierry, Guillaume
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PEER review of students , *SECOND language acquisition , *BILINGUAL education , *FOREIGN language education , *SECONDARY analysis - Abstract
Building on initiatives to promote high quality methodologies and Open Science practices in the language sciences, Language Learning will request, as of January 1, 2020, that all submissions to the journal include, whenever possible, the full materials used in the study for peer review. This includes materials used to elicit and code primary and secondary data (such as questionnaires, language tests, interview or observation schedules, and coding schemas). These materials will be shared with reviewers to better inform the peer review process and ensure rigorous evaluation of the methods used. If the manuscript is accepted, authors will then be encouraged to make their materials available on an open, sustainable repository, though there is no requirement to do so. In this Editorial, we outline the benefits of this policy for the advancement of the language sciences and discuss some potential concerns that authors may have. [ABSTRACT FROM AUTHOR]
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- 2019
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27. Generalized additive mixed modeling of EEG supports dual-route accounts of morphosyntax in suggesting no word frequency effects on processing of regular grammatical forms.
- Author
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Abugaber, David, Finestrat, Irene, Luque, Alicia, and Morgan-Short, Kara
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- *
WORD frequency , *MORPHOSYNTAX , *AGREEMENT (Grammar) , *COMPARATIVE grammar , *NATIVE language , *ELECTROENCEPHALOGRAPHY , *VERBS - Abstract
Single-route models of morphosyntax posit that inflected word processing involves associative memory-based storage, whereas dual-route models propose rule-governed composition as an alternative to storage-based mechanisms. We test these accounts via their divergent predictions on whether word frequency affects processing of regular morphosyntactic inflections (as in the single-route model) or not (dual-route model). To date, the only study to test this using electroencephalography (EEG) comes from Allen, Badecker, and Osterhout (2003), who report no interaction between word grammaticality and word frequency. We conceptually replicate and extend Allen et al. (2003) with generalized additive mixed modeling, which retains per-trial and per-time sample information to avoid loss of statistical power from event-related potential-style averaging of trials while avoiding the assumption that the time course of word processing is identical across all words and individuals. In our EEG study, 51 English native speakers read sentences that either did or did not contain a determiner-noun agreement violation (e.g., this school / *schools) or a subject-verb agreement violation (e.g., the child runs/*run) based on a manipulation of a critical word. We follow the generalized additive mixed modeling procedure from prior research, with word frequency in the British National Corpus as a continuous predictor. We replicated Allen et al.'s (2003) reported main effects of frequency and grammaticality. Critically, we found no significant interaction between frequency and grammaticality. These results support Allen et al. (2003) in aligning with the dual-route model's account of composition-like mechanisms in inflected word processing. • We use EEG to examine whether word frequency interacts with grammar processing. • This tests whether grammar is based only on item memory or also uses composition. • Our generalized additive mixed modeling improves on traditional ERP-based analyses. • We did not find a significant interaction of word grammaticality by word frequency. • These results align with past EEG findings in supporting dual-route grammar models. [ABSTRACT FROM AUTHOR]
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- 2023
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