Implicit artificial Grammar and incidental natural second language learning: How comparable are they?

Language Learning

Volumn 60, Issue SUPPL. 2, 2010, Pages 245-263

  Robinson, Peter ^a  

^a AOYAMA GAKUIN UNIVERSITY   (Japan)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 78649427022     PISSN: 00238333     EISSN: 14679922     Source Type: Journal    
DOI: 10.1111/j.1467-9922.2010.00608.x     Document Type: Article

References (43)

1. Abrams, M., & Reber, A. S. (1988). Implicit learning: Robustness in the face of psychiatric disorder. Journal of Psycholinguistic Research, 17, 425-439.
2. Baddeley, A. D. (2007). Working memory, thought and action. Oxford Oxford University Press.
3. Burt, C. (2008). Time, language and autobiographical memory. In P. Indefrey & M. Gullberg (Eds.), Time to speak: Cognitive and neural prerequisites of time in language (pp. 123-141). Oxford Blackwell.
4. Carroll, J. B. (1993). Human cognitive abilities: A factor-analytic survey. New York Cambridge University Press.
5. Conway, C. M., & Christiansen, M. H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912.
6. Elman, J. L. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48, 71-99.
7. Gebauer, G., & Mackintosh, N. (2007). Psychometric intelligence dissociates implicit and explicit learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 34-54.
8. Goldberg, A. (2006). Constructions at work: The nature of generalization in language. New York Oxford University Press.
9. Gómez, R. L., & Gerken, L. (1999). Artificial grammar learning by 1-year olds leads to specific and abstract knowledge. Cognition, 70, 109-135.
10. Harley, B., & Hart, D. (2002). Age, aptitude and second language learning on a bilingual exchange. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 301-331). Amsterdam Benjamins.
11. Higham, P. A. (1997). Dissociations of grammaticality and specific similarity effects in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 1029-1045.
12. Indefrey, P., Hagoort, P., Herzog, H., Seitz, R. J., & Brown, C. M. (2001). Syntactic processing in left prefrontal cortex is independent of lexical meaning. NeuroImage, 14, 546-555.
13. Klein, W., & Dimroth, C. (2009). Untutored second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 503-522). Bingley, UK Emerald Publishing.
14. Knowlton, B. J., & Squire, L. R. (1994). The information acquired during artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 70-91.
15. Knowlton, B. J., & Squire, L. R. (1996). Artificial grammar learning depends on implicit acquisition of both abstract and exemplar-specific information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 169-181.
16. McGeorge, P., Crawford, J. R., & Kelly, S. W. (1997). The relationship between psychometric intelligence and learning in an explicit and an implicit task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23, 239-245.
17. Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28.
18. Osaka, M., & Osaka, N. (1992). Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30, 287-289.
19. Perruchet, P. (2008). Implicit learning. In J. H. Byrne (Ed.-in-Chief) & H. L. Roediger III (Vol. Ed.), Learning and memory: A comprehensive reference: Vol. 2. Cognitive psychology of memory (pp. 597-621). Oxford Elsevier.
20. Perruchet, P., & Pacton, S. (2006). Implicit learning and statistical learning: One phenomenon, two approaches. Trends in Cognitive Sciences, 10, 233-238.
21. Petersson, K. M., Folia, V., & Hagoort, P. (2010). What Artificial Grammar learning reveals about the neurobiology of syntax. Brain and Language. Manuscript submitted for publication.
22. Poldrack, R. A., Clark, J., Paré-Bagloev, E., Shohamy, D., Cresco Moyano, J., Myers, C, et al. (2001). Interactive memory systems in the human brain. Nature, 414, 546-550.
23. Pothos, E. (2005). The rules versus similarity distinction. Behavioral and Brain Sciences, 28, 1-14.
24. Pothos, E. (2007). Theories of artificial grammar learning. Psychological Bulletin, 133, 227-244.
25. Reber, A. S. (1993). Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford Clarendon Press.
26. Reber, A. S., & Allen, R. (2000). Individual differences in implicit learning: Implications for the evolution of consciousness. In R. Kunzendorf & B. Wallace (Eds.), Individual differences in conscious experience (pp. 227-250). Amsterdam Benjamins.
27. Reber, A. S., Walkenfeld, F., & Hernstadt, R. (1991). Implicit and explicit learning: Individual differences and IQ. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 888-896.
28. Robinson, P. (1994). Universals of word formation processes: Noun incorporation in the acquisition of Samoan as a second language. Language Learning, 44, 569-515.
29. Robinson, P. (1996). Consciousness, rules and instructed second language acquisition. New York Peter Lang.
30. Robinson, P. (1997a). Automaticity and generalizability of second language learning under implicit, incidental, enhanced and rule-search conditions. Studies in Second Language Acquisition, 19, 223-247.
31. Robinson, P. (1997b). Individual differences and the fundamental similarity of implicit and explicit second language learning. Language Learning, 47, 45-99.
32. Robinson, P. (2002). Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfeld and Hernstadt, 1991. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 211-266). Amsterdam Benjamins.
33. Robinson, P. (2005). Cognitive abilities, chunk-strength and frequency effects in implicit Artificial Grammar and incidental second language learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition, 27, 235-268.
34. Robinson, P. (2007). Aptitudes, abilities, contexts and practice. In R. M. DeKeyser (Ed.), Practice in second language learning: Perspectives from cognitive psychology and applied linguistics (pp. 256-286). New York Cambridge University Press.
35. Saffran, J. R., Aslin, R. N., & Newport, E. L. (1996). Statistical learning by 8-month-old infants. Science, 274, 1926-1928.
36. Saffran, J. R., Johnson, E. K., Aslin, R. N., & Newport, E. L. (1999). Statistical learning of tone sequences by human infants and adults. Cognition, 70, 27-52.
37. Sasaki, M. (1996). Second language proficiency, foreign language aptitude and intelligence. New York Peter Lang.
38. Servan-Schreiber, E., & Anderson, J. R. (1990). Learning artificial grammars with competitive chunking. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 592-608.
39. Skehan, P. (1998). A cognitive approach to language learning. Oxford Oxford University Press.
40. Uddén, J., Folia, V., Forkstam, C., Ingvar, M., Fernandez, G., Overeem, S., et al. (2008). The inferior frontal cortex in artificial syntax processing: An rTMS study. Brain Research, 1224, 69-78.
41. Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92, 231-270.
42. Williams, J. N. (2009). Implicit learning in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 319-353). Bingley, UK Emerald Publishing.
43. Winocur, G., & Weiskrantz, L. (1976). An investigation of paired-associate learning in amnesic patients. Neuropsychologia, 14, 97-110.