Language Acquisition and Memory Systems Quiz

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Questions and Answers

What is the primary function of procedural memory (PM) in language acquisition?

It memorizes individual lexical items.

It exclusively focuses on memorizing language chunks.

It facilitates the learning of rule-governed grammatical knowledge. (correct)

It is responsible for phonological tasks.

Which type of memory can generalize analogically across language forms?

Declarative Memory (DM) (correct)

Procedural Memory (PM)

Implicit Memory

Sensory Memory

According to the DP model, which two memory systems are co-opted for language?

Short-term and Working Memory

Declarative and Procedural Memory (correct)

Implicit and Explicit Memory

Sensory and Long-term Memory

What is a limitation noted in the studies focused on phonology?

Limited number of studies with potential design issues. Signup and view all the answers

What type of forms can declarative memory (DM) support?

Analogical and affixed forms Signup and view all the answers

In language acquisition, which memory system is primarily associated with the L2 lexicon?

Declarative Memory (DM) Signup and view all the answers

What is a distinguishing feature of procedural memory (PM) in the context of language?

Fixed rule applications Signup and view all the answers

How does declarative memory (DM) benefit language learners?

Through memorizing language chunks and analogical generalization Signup and view all the answers

What role does Dynamic Model (DM) play in L2 learning processes?

It plays a role at earlier stages of L2 learning. Signup and view all the answers

Which of the following is a characteristic of good language learners identified by Rubin?

Guessing and inferring meanings. Signup and view all the answers

What is a criticism of the learning styles concept mentioned in the document?

It can lead to a fixed mindset regarding learning. Signup and view all the answers

What is meant by 'style stretching'?

The flexibility of a student's learning style over time. Signup and view all the answers

What did Dörnyei propose regarding learning strategies?

The abandonment of the strategy concept in favor of self-regulation. Signup and view all the answers

Which of the following types of strategies did Oxford identify?

Affective and cognitive strategies. Signup and view all the answers

What does the term 'self-regulation' refer to in language learning?

Independently managing and adjusting one's own learning process. Signup and view all the answers

In terms of morphosyntax, what correlation is noted?

Weak correlation between DM and L2 morphosyntax. Signup and view all the answers

Which group of learners benefited more from inductive instruction?

High-aptitude learners Signup and view all the answers

What is the primary function of working memory (WM)?

Allowing us to make plans and keep goals in mind Signup and view all the answers

What may happen if learners primarily use either explicit or implicit instruction?

It would waste learners' cognitive resources in the other pool Signup and view all the answers

Which statement accurately describes working memory capacity throughout life?

It increases throughout childhood and declines later in life Signup and view all the answers

Which model suggests that WM may play a larger role than LTM in human cognition?

Working memory model Signup and view all the answers

What does interaction with instruction type imply about WM and language aptitude?

They are more important in explicit rather than implicit treatments Signup and view all the answers

What is the negative effect of implicit aptitude on learning?

It may hinder engagement in conscious processing of complex structures Signup and view all the answers

What are possible practical applications for research in language acquisition?

Student selection, placement, and diagnostic purposes Signup and view all the answers

What does metacognitive knowledge help learners to be aware of?

The use of interaction strategies Signup and view all the answers

In terms of second language (L2) acquisition, which skill is NOT mentioned as being impacted by metacognitive knowledge?

Mathematical reasoning Signup and view all the answers

Which of the following statements about instructional methods is true?

Metacognitive Instruction should be separated from regular L2 lessons. Signup and view all the answers

Which cognitive process does metacognition involve?

Higher-order thinking Signup and view all the answers

What should teachers focus on in relation to metacognitive knowledge?

Different components: person, task, and strategy Signup and view all the answers

What is a significant factor in successful language learning according to Oxford (1995)?

Use of language learning strategies Signup and view all the answers

How did higher-level students compare to lower-level students in terms of strategy use according to Griffiths (2003)?

Higher-level students reported using strategies more frequently. Signup and view all the answers

What concept does metacognition relate to in second language learning?

Motivation for long-term efforts Signup and view all the answers

Which of the following is NOT a component of metacognition as described by Flavell (1971)?

Learning outcomes Signup and view all the answers

What does metacognition enable learners to do?

Control their thinking and learning Signup and view all the answers

What is the term used to describe 'knowledge about knowledge' in the context of metacognition?

Metacognitive knowledge Signup and view all the answers

According to research, what aspect enhances the use of metacognitive strategies among learners?

Heightened metacognitive knowledge Signup and view all the answers

What is a notable trend identified by Zhang and Xiao (2006) regarding higher-level students?

They showed a significant agreement for several strategy items. Signup and view all the answers

At what age does explicit language aptitude typically peak?

Around 11 years Signup and view all the answers

What does implicit aptitude primarily involve?

Unconscious computation of linguistic tokens Signup and view all the answers

Which type of validity measures correlation within the same paradigm?

Convergent validity Signup and view all the answers

What aspect is traditional aptitude significantly correlated with?

Intelligence Signup and view all the answers

What method is used to measure implicit aptitude?

Serial reaction time (SRT) tasks Signup and view all the answers

What is a key difference between implicit and explicit learning?

Implicit learning does not depend on explicit instruction Signup and view all the answers

Which of the following is true regarding traditional aptitude's correlation with anxiety?

It is negatively correlated Signup and view all the answers

What does predictive validity assess in relation to aptitude?

Future learning behaviors and outcomes Signup and view all the answers

Study Notes

Second Language Acquisition - Lecture 2: Cognitive Differences

The lecture focuses on explicit and implicit language aptitudes, drawing on Li et al. (2022).
Explicit aptitude increases up to approximately age 11.
Implicit aptitude involves unconscious processing of linguistic patterns and rules, defined as the "unconscious tallying and computation of linguistic tokens to extract linguistic regularities that govern the distribution and contingency between linguistic units." (Li & DeKeyser, 2021).
Explicit aptitude is contrasted with implicit aptitude, which are linked to deductive versus inductive instruction.
Validity of measures for aptitude is discussed - including convergent, divergent, and predictive validity.

Explicit and Implicit Language Aptitudes

Convergent Validity: Aptitude is correlated with or behaves like similar variables within the same paradigm.
Divergent Validity: Aptitude is uncorrelated or dissociable within different paradigms that are theorized to be distinct.
Predictive Validity: Aptitude ability correlates with future learning, behaviors, processes, or outcomes.

Convergent and Divergent Validity

Traditional aptitude measures are significantly correlated with intelligence and working memory but dissociable (uncorrelated with motivation and negatively correlated with anxiety).
Implicit aptitude, measured by sequence learning tasks (e.g., SRT), is uncorrelated with explicit learning abilities. This suggests divergent validity.

Predictive Validity

Aptitude is linked to L2 attainment, both implicit and explicit aptitude, but explicit aptitude is more useful for late language learners (DeKeyser, 2000). Aptitude and treatment effects and explicit versus inductive/deductive instruction are also discussed. Certain situations might lead to implicit aptitude having a potential negative impact for complex structures.

Other Issues

Research gaps exist regarding learner groups (e.g., children, middle school learners).
The practical applications include usage like student selection, placement, and diagnostic testing.
The exclusive use of explicit or implicit instruction might not be optimal, wasting resources in other areas.

Working Memory

Working memory (WM) is the cognitive capacity enabling planning and goal maintenance.
Short-term memory is considered a subset of working memory, or a component of it that processes and attends to information.
Working Memory (WM) plays a crucial role in human cognition beyond long-term memory, as per Baddeley et al. (1988).

Working Memory Models

The types of models of working memory (e.g., "micro" models) are introduced.

Declarative and Procedural Memory as Predictors of Second Language Development

The Dual Processing (DP) model suggests that declarative and procedural memories system are co-opted for language.
Procedural memory might support rule-based grammatical learning across various aspects of language through combinations of information.
Declarative memory aids in memorization, generalization, and learning rules of chunks of language.

Declarative / Procedural Memory in L2

L2 lexicon is linked to declarative (DM) memory tasks, not procedural (PM), tasks.
The limited number of phonological studies and potential design limitations are discussed. Phonology is more closely linked with DM support than PM.
Morphophonology benefits from both DM and PM tasks.
Morphosyntax shows weaker correlation with DM and PM, but DM more relevant earlier on.
Practical application of DM and PM research is highlighted.

Learning Styles and Strategies

Learning styles are a natural approach to absorbing and processing information.
Strategies are deliberate actions to support specific tasks, which can range from the very initial stages to the most advanced stages to learning effectively
Recent studies question the effectiveness or value of L2 learning styles and criticize their reliability.
Rubin (1975) identified learning strategies, such as guessing and practicing.
Oxford (1990) categorized L2 learning strategies and Dörnyei (2005) emphasized self-regulation over specific learning styles.
Research has shown mixed results regarding the general usefulness or impact of learning styles in learning tasks.
Higher-level students use more learning strategies more frequently than lower-level students.

Metacognition

Metacognitive knowledge and strategies are crucial for successful L2 learning, especially fuelled by metacognitive experiences during learning.
Metacognition is essential for L2 learners.
Higher-order thinking skills are connected with metacognition and motivation for L2.
Metacognition is linked to knowledge about knowledge, or thoughts about thoughts, and is essential for self-regulation and self-evaluation.
Collaborative learning improves content knowledge as learners engage with different opinions, bolstering metacognition.

Metacognition in SLA

Metacognitive knowledge and processing might be different from L2 knowledge or processing as learners are aware of their own L2.
Metacognition involves understanding that L2 knowledge processing is more accurate and faster, and what they know to complete learning tasks.
Learners with higher levels of metacognition are better at recognizing what needs improvement and show greater motivation
Metacognitive skills enhance learning in multiple domains, including reading, writing, mathematics, and science.

Practical Applications

Teachers should address different metacognitive learning components.
Metacognition should be taught separately from regular L2 lessons.
Different L2 elements (grammar, pronunciation) evoke distinct metacognitive responses.

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Description

Test your knowledge on the role of procedural and declarative memory in language acquisition. This quiz covers key concepts like the Dynamic Model, memory systems used in learning, and characteristics of effective language learners. Perfect for those studying linguistics or language education.