Attention and Memory during SLA

The Handbook of Second Language Acquisition

Volumn , Issue , 2008, Pages 631-678

  Robinson, Peter ^a  

^a AOYAMA GAKUIN UNIVERSITY   (Japan)

Author keywords

Attention; Learning style; Linguistics; Memory; Second language acquisition

Indexed keywords

EID: 84955351043     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470756492.ch19     Document Type: Chapter

References (268)

1. Alanen, R. 1995: Input enhancement and rule presentation in second language acquisition. In R. Schmidt (ed.), Attention and Awareness in Foreign Language Learning and Teaching. Second Language Teaching and Curriculum Center Technical Report No. 9. Honolulu: University of Hawai'i Press, 259-302.
2. Allport, D. A. 1987: Selection for action: some behavioral and neurophysiological consequences of attention and action. In H. Heuer and A. Sanders (eds), Perspectives on Perception and Action. Hillsdale, NJ: Lawrence Erlbaum Associates, 395-419.
3. Allport, D. A. 1989: Visual attention. In M. Posner (ed.), Foundations of Cognitive Science. Cambridge, MA: MIT Press.
4. Atkinson, R. and Shiffrin, R. 1968: Human memory: a proposed system and its control processes. In K. Spence (ed.), Psychology of Learning and Motivation: Advances in Research and Theory. Vol. 2. New York: Academic Press, 89-195.
5. Baddeley, A. 1986: Working Memory. Oxford: Oxford University Press.
6. Barry, S. and Lazarte, A. A. 1998: Evidence for mental models: how do prior knowledge, syntactic complexity, and reading topic affect inference generation in a recall task for nonnative readers of Spanish? Modern Language Journal, 82, 176-93.
7. Bialystok, E. (ed.) 1991: Language Processing in Bilingual Children. Cambridge: Cambridge University Press.
8. Bley-Vroman, R. 1988: The fundamental character of foreign language learning. In W. Rutherford and W. Sharwood- Smith (eds), Grammar and Second Language Teaching. New York: Newbury House, 19-30.
9. Boronat, C. and Logan, G. 1997: The role of attention in automatization: does attention operate at encoding or retrieval or both? Memory and Cognition, 25, 36-46.
10. Broadbent, D. 1958: Perception and Communication. London: Pergamon Press.
11. Broadbent, D. 1971: Decision and Stress. New York: Academic Press.
12. Broeder, P. and Plunkett, K. 1994: Connectionism and second language acquisition. In N. Ellis (ed.), Implicit and Explicit Learning of Languages. London: Academic Press, 421-54.
13. Brown, G. 1995: Speakers, Listeners and Communication. Cambridge: Cambridge University Press.
14. Brown, G., Anderson, A., Shillcock, R., and Yule, G. 1984: Teaching Talk: Strategies for Production and Assessment. Cambridge: Cambridge University Press.
15. Buchner, A. and Wippich, W. 1998: Differences and commonalities between implicit learning and implicit memory. In M. Stadler and P. Frensch (eds), Handbook of Implicit Learning. Thousand Oaks, CA: Sage, 3-46.
16. Butterfield, E. and Albertson, L. 1995: On making cognitive theory more general and developmentally pertinent. In F. Weinert and W. Schneider (eds), Research on Memory Development. Hillsdale, NJ: Lawrence Erlbaum Associates, 73-99.
17. Bygate, M. 1996: Effects of task repetition: appraising the developing language of learners. In J. Willis and M. Willis (eds), Challenge and Change in Language Teaching. Oxford: Heinemann, 136-46.
18. Bygate, M. 1999: Task as a context for the framing, reframing and unframing of language. System, 27, 33-48.
19. Carrell, P. 1987: Content and formal schemata in ESL pedagogy. TESOL Quarterly, 21, 461-81.
20. Carroll, J. B. and Sapon, S. 1959: The Modern Language Aptitude Test. San Antonio, TX: Psychological Corporation.
21. Carroll, S. 1999: Putting "input" in its proper place. Second Language Research, 15, 337-88.
22. Carroll, S. and Swain, M. 1993: Explicit and implicit negative feedback. Studies in Second Language Acquisition, 15, 357-86.
23. Carter, R. 1998: Mapping the Mind. London: Weidenfeld and Nicolson.
24. Case, R. 1985: Intellectual Development: Birth to Adulthood. Norwood, NJ: Ablex.
25. Case, R. 1992: The Mind's Staircase: Exploring the Conceptual Underpinnings of Children's Thought and Knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.
26. Chang, Y. F. 1999: Discourse topics and interlanguage variation. In P. Robinson (ed.), Representation and Process: Proceedings of the 3rd Pacific Second Language Research Forum. Vol. 1. Tokyo: PacSLRF, 235-41.
27. Clapham, C. 1996: The Development of IELTS: A Study of the Effect of Background Knowledge on Reading Comprehension. Cambridge: Cambridge University Press.
28. Clark, A. 1997: Being There: Putting Brain, Body, and World Together Again. Cambridge, MA: MIT Press.
29. Cook, V. 1977: Cognitive processes in second language learning. International Review of Applied Linguistics, 15, 1-20.
30. Cook, V. 1994: The metaphor of access to Universal Grammar in L2 acquisition. In N. Ellis (ed.), Implicit and Explicit Learning of Languages. New York: Academic Press, 477-502.
31. Corder, S. P. 1967: The significance of learners' errors. IRAL, 5, 161-70.
32. Cowan, N. 1988: Evolving conceptions of memory storage, selective attention, and their mutual constraints within the human information processing system. Psychological Bulletin, 104, 163-91.
33. Cowan, N. 1993: Activation, attention and short-term memory. Memory and Cognition, 21, 162-7.
34. Cowan, N. 1995: Attention and Memory: An Integrated Framework. Oxford: Oxford University Press.
35. Craik, F. and Lockhart, R. 1972: Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671-84.
36. Crookes, G. 1986: Task Classification: A Cross-Disciplinary Review. Technical Report No. 4, Center for Second Language Research, Social Science Research Institute, University of Hawai'i at Manoa.
37. Crookes, G. 1988: Planning, Monitoring and Second Language Development. Technical Report No. 6, Center for Second Language Research, Social Science Research Institute, University of Hawai'i at Manoa.
38. Crookes, G. 1989: Planning and interlanguage variation. Studies in Second Language Acquisition, 11, 183-99.
39. Crutcher, R. 1998: The role of prior knowledge in mediating foreign language vocabulary acquisition and retention: a process analytic approach. In A. Healy and L. Bourne Jr (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates, 91-112.
40. Daneman, M. and Carpenter, P. 1983: Individual differences in integrating information within and between sentences. Journal of Experimental Psychology: Learning, Memory and Cognition, 9, 561-83.
41. De Bot, K. 1996: The psycholinguistics of the output hypothesis. Language Learning, 46, 529-55.
42. DeGraaff, R. 1997a: The eXperanto experiment: effects of explicit instruction on second language acquisition. Studies in Second Language Acquisition, 19, 249-97.
43. DeGraaff, R. 1997b: Differential Effects of Explicit Instruction on Second Language Acquisition. HIL Dissertations No. 35. The Hague: Holland Institute of Generative Linguistics.
44. DeKeyser, R. 1995: Learning second language grammar rules: an experiment with a miniature linguistic system. Studies in Second Language Acquisition, 17, 379-410.
45. DeKeyser, R. 1997: Beyond explicit rule learning: automatizing second language morphosyntax. Studies in Second Language Acquisition, 19, 195-224.
46. DeKeyser, R. 2001: Automaticity and automatization. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 125-51.
47. Dörnyei, Z. 1998: Motivation in foreign and second language learning. Language Teaching, 31, 117-35.
48. Dörnyei, Z. 2002: The motivational basis of language learning tasks. In P. Robinson (ed.), Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins, 137-58.
49. Doughty, C. 1991: Second language instruction does make a difference: evidence from an empirical study of relativization. Studies in Second Language Acquisition, 13, 431-69.
50. Doughty, C. 1998: Acquiring competence in a second language: form and function. In H. Byrnes (ed.), Learning Foreign and Second Languages. New York: MLA, 128-56.
51. Doughty, C. 2001: Cognitive underpinnings of focus on form. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 206-57.
52. Doughty, C. and Varela, E. 1998: Communicative focus on form. In C. Doughty and J. Williams (eds), Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press, 114-38.
53. Doughty, C. and Williams, J. 1998: Pedagogical choices in focus on form. In C. Doughty and J. Williams (eds), Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press, 197-262.
54. Duff, P. 1986: Another look at interlanguage talk: taking task to task. In R. Day (ed.), Talking to Learn: Conversation in Second Language Development. Rowley, MA: Newbury House, 147-81.
55. Dunkel, P. 1991: Listening in the native and second/foreign language: towards an integration of research and practice. TESOL Quarterly, 25, 431-57.
56. Eckman, F., Bell, L., and Nelson, D. 1988: On the generalization of relative clause instruction in the acquisition of English as a second language. Applied Linguistics, 9, 1-20.
57. Ellis, N. 1993: Rules and instances in foreign language learning: interactions of explicit and implicit knowledge. European Journal of Cognitive Psychology, 5, 289-318.
58. Ellis, N. 1994: Implicit and explicit learning: an overview. In N. Ellis (ed.), Implicit and Explicit Learning of Languages. London: Academic Press, 1-16.
59. Ellis, N. 1996: Sequencing and SLA: phonological memory, chunking and points of order. Studies in Second Language Acquisition, 18, 91-126.
60. Ellis, N. 2001: Memory for language. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 33-68.
61. Ellis, N. and LaPorte, N. 1997: Contexts of acquisition: effects of formal instruction and naturalistic exposure on second language acquisition. In A. De Groot and J. Kroll (eds), Tutorials in Bilingualism: Psycholinguistic Perspectives. Hillsdale, NJ: Lawrence Erlbaum Associates, 53-83.
62. Ellis, N. and Schmidt, R. 1997: Morphology and longer distance dependencies: laboratory research illuminating the A in SLA. Studies in Second Language Acquisition, 19, 145-71.
63. Ellis, N., Lee, M., and Reber, A. forthcoming: Phonological working memory in artificial language acquisition. MS.
64. Ellis, R. 1987: Interlanguage variability in narrative discourse: style shifting and use of the past tense. Studies in Second- Language Acquisition, 9, 1-20.
65. Elman, J. 1990: Finding structure in time. Cognitive Science, 14, 179-212.
66. Eslinger, P. 1996: Conceptualizing, describing and measuring components of executive function. In G. Reid Lyon and N. A. Krasnegor (eds), Attention and Executive Function. Baltimore, MD: Paul H. Brookes, 395-421.
67. Estes, W. 1992: Mental psychophysics of categorization and decision making. In H. Geissler, S. Link, and J. Townsend (eds), Cognition, Information Processing and Psychophysics: Basic Issues. Hillsdale, NJ: Lawrence Erlbaum Associates, 123-41.
68. Faerch, C. and Kasper, G. 1987: From product to process - introspective methods in second language research. In C. Faerch and G. Kasper (eds), Introspection in Second Language Research. Clevedon: Multilingual Matters, 5-24.
69. Faust, M. and Gernsbacher, M. 1996: Cerebral mechanisms for suppression of inappropriate information during sentence comprehension. Brain and Language, 53, 234-59.
70. Flege, J. and Munro, M. 1994: The word as a unit in second language speech perception and production. Studies in Second Language Acquisition, 16, 381-411.
71. Fleishman, E. and Quaintance, M. 1984: Taxonomies of Human Performance: The Description of Human Tasks. New York: Academic Press.
72. Fodor, J. 1983: The Modularity of Mind. Cambridge, MA: MIT Press.
73. Foster, P. and Skehan, P. 1996: The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-324.
74. Fotos, S. 1993: Consciousness raising and noticing through focus on form: grammar task performance versus formal instruction. Applied Linguistics, 14, 385-407.
75. Gass, S. 1982: From theory to practice. In M. Hines and W. Rutherford (eds), On TESOL '81. Washington, DC: TESOL, 129-39.
76. Gass, S. 1988: Integrating research areas: a framework for second language studies. Applied Linguistics, 9, 198-217.
77. Gass, S. 1997: Input, Interaction, and the Second Language Learner. Mahwah, NJ: Lawrence Erlbaum Associates.
78. Gass, S. 1999: Incidental learning: a commentary. Studies in Second Language Acquisition, 21, 319-34.
79. Gasser, M. 1990: Connectionism and universals of second language acquisition. Studies in Second Language Acquisition, 12, 179-99.
80. Gasser, M. and Smith, L. 1998: Learning nouns and adjectives: a connectionist account. In K. Plunkett (ed.), Language Acquisition and Connectionism. Hove: Psychology Press, 269-306.
81. Gathercole, S. and Baddeley, A. 1993: Working Memory and Language. Hillsdale, NJ: Lawrence Erlbaum Associates.
82. Gathercole, S. and Thorn, A. 1998: Phonological short-term memory and foreign language learning. In A. Healy and L. Bourne Jr (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates, 141-60.
83. Geva, E. and Ryan, E. 1993: Linguistic and cognitive correlates of academic skills in first and second languages. Language Learning, 43, 5-42.
84. Gopher, D. 1992: Analysis and measurement of mental workload. In G. d'Ydewalle, P. Eelen, and P. Bertelson (eds), International Perspectives on Psychological Science. Vol. 2. State of the Art. Hillsdale, NJ: Lawrence Erlbaum Associates, 265-91.
85. Gregg, K. 2001: Learnability and second language acquisition theory. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 152-82.
86. Halford, G. 1993: Children's Understanding: The Development of Mental Models. Hillsdale, NJ: Lawrence Erlbaum Associates.
87. Harley, B. 1993: Instructional strategies and SLA in early French immersion. Studies in Second Language Acquisition, 15, 245-60.
88. Harley, B. and Swain, M. 1984: The interlanguage of immersion students and its implications for second language teaching. In A. Davies, C. Criper, and A. Howatt (eds), Interlanguage: Studies in Honor of S. Pit Corder. Edinburgh: Edinburgh University Press, 219-311.
89. Harrington, M. 2001: Sentence processing. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 91-124.
90. Harrington, M. and Sawyer, M. 1992: L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38.
91. Hazelhurst, B. and Hutchins, E. 1998: The emergence of propositions from the coordination of talk and action in a shared world. In K. Plunkett (ed.), Language Acquisition and Connectionism. Hove: Psychology Press, 373-424.
92. Healy, A., Fendrich, D., Crutcher, R., Wittman, W., Gesi, A., Ericsson, K., and Bourne, L. Jr 1992: The long term retention of skills. In A. Healy, S. Kosslyn, and R. Shiffrin (eds), From Learning Processes to Cognitive Processes: Essays in Honor of William Estes. Vol. 2. Thousand Oaks, CA: Sage, 1-29.
93. Heuer, H. 1996: Dual-task performance. In O. Neumann and A. Sanders (eds), Handbook of Perception and Action. Vol. 3: Attention. New York: Academic Press, 113-48.
94. Hirst, W. and Kalmar, D. 1987: Characterizing attentional resources. Journal of Experimental Psychology: General, 116, 68-81.
95. Holding, D. (ed.) 1989: Human Skills. New York: John Wiley.
96. Holender, D. 1986: Semantic activation without conscious identification in dichotic listening tasks, parafoveal vision and visual masking: a survey and appraisal. Behavioral and Brain Sciences, 9, 1-66.
97. Holthouse, J. 1995: Anxiety and second language learning task type. M.A. dissertation. University of Queensland.
98. Horwitz, E. K., Horwitz, M. B., and Cope, J. 1986: Foreign language classroom anxiety. Modern Language Journal, 70, 125-32.
99. Huckin, T. and Coady, J. 1999: Incidental vocabulary acquisition in a second language. Studies in Second Language Acquisition, 21, 181-94.
100. Hulstijn, J. 1989: A cognitive view on interlanguage variability. In M. Eisenstein (ed.), The Dynamic Interlanguage. New York: Plenum, 17-32.
101. Hulstijn, J. 1997: Second language acquisition research in the laboratory: possibilities and limitations. Studies in Second Language Acquisition, 19, 131-44.
102. Hulstijn, J. 2001: Intentional and incidental second language learning: a reappraisal of elaboration, rehearsal and automaticity. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 258-86.
103. Hulstijn, J. and DeGraaff, R. 1994: Under what conditions does explicit knowledge facilitate the acquisition of implicit knowledge? A research proposal. AILA Review, 11, 97-112.
104. Iwashita, N. 1999: The role of task-based conversation in the acquisition of Japanese grammar and vocabulary. Ph.D. dissertation. University of Melbourne.
105. Izumi, S., Bigelow, M., Fujiwara, M., and Fearnow, S. 1999: Testing the output hypothesis: effects of output on noticing and second language acquisition. Studies in Second Language Acquisition, 21, 421-52.
106. Jackendoff, R. 1997: The Architecture of the Language Faculty. Cambridge, MA: MIT Press.
107. Jacob, A. 1996: Anxiety and motivation during second language task performance in Singaporean schools. M.A. dissertation. National University of Singapore/RELC.
108. Jacoby, L. and Dallas, M. 1981: On the relationship between autobiographical memory and perceptual learning. Journal of Experimental Psychology: General, 3, 306-40.
109. Jourdenais, R. 2001: Cognition, instruction, and protocol analysis. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 354-75.
110. Kahneman, D. 1973: Attention and Effort. Englewood Cliffs, NJ: Prentice-Hall.
111. Karmilloff-Smith, A. 1992: Beyond Modularity. Cambridge, MA: MIT Press.
112. Kasper, G. 1999: Self report data in pragmatics research. In N. O. Jungheim and P. Robinson (eds), Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum. Vol. 2. Tokyo: PacSLRF, 1-15.
113. Kelley, C. and Lindsay, D. S. 1997: Conscious and unconscious forms of memory. In E. L. Bjork and R. Bjork (eds), Memory. San Diego: Academic Press, 31-63.
114. Kim, H. 1995: Intake from the speech stream: speech elements that learners attend to. In R. Schmidt (ed.), Attention and Awareness in Foreign Language Learning and Teaching. Second Language Teaching and Curriculum Center Technical Report No. 9. Honolulu: University of Hawai'i Press, 65-84.
115. Koelega, H. 1996: Sustained attention. In O. Neumann and A. Sanders (eds), Handbook of Perception and Action. Vol. 3: Attention. San Diego: Academic Press, 277-322.
116. Kormos, J. 1999: Monitoring and self repair in L2. Language Learning, 49, 303-42.
117. Korteling, J. 1994: Multiple Task Performance and Aging. Groningen: Bariet, Ruinen.
118. Krashen, S. 1985: The Input Hypothesis: Issues and Implications. Oxford: Pergamon Press.
119. Krashen, S. 1994: The input hypothesis and its rivals. In N. Ellis (ed.), Implicit and Explicit Learning of Languages. London: Academic Press, 45-78.
120. Leeman, J., Arteagoitia, I., Fridman, B., and Doughty, C. 1995: Integrating attention to form with meaning: focus on form in content-based Spanish instruction. In R. Schmidt (ed.), Attention and Awareness in Foreign Language Learning and Teaching. Second Language Teaching and Curriculum Center Technical Report No. 9. Honolulu: University of Hawai'i Press, 217-58.
121. Leow, R. 1993: To simplify or not to simplify: a look at intake. Studies in Second Language Acquisition, 15, 333-55.
122. Leow, R. 1997: Attention, awareness and foreign language behavior. Language Learning, 47, 467-505.
123. Leow, R. 2000: A study of the role of awareness in foreign language behavior: aware vs. unaware learners. Studies in Second Language Acquisition, 22, 557-84.
124. Levelt, W. J. M. 1989: Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.
125. Liberman, A. and Mattingly, I. 1989: A specialization for speech perception. Science, 243, 489-94.
126. Logan, G. D. 1988: Toward an instance theory of automatization. Psychological Review, 95, 492-527.
127. Logan, G. D. 1990: Repetition priming and automaticity: common underlying mechanisms? Cognitive Psychology, 22, 1-35.
128. Logan, G. D. 1992: Attention and memory. In L. Squire (ed.), Encyclopedia of Learning and Memory. New York: Macmillan, 63-7.
129. Long, M. H. 1989: Task, group, and task-group interactions. University of Hawai'i Working Papers in ESL, 8, 1-25.
130. Long, M. H. 1990: Maturational constraints on language development. Studies in Second Language Acquisition, 12, 251-85.
131. Long, M. H. 1996: The role of the linguistic environment in second language acquisition. In W. Ritchie and T. Bhatia (eds), Handbook of Research on Second Language Acquisition. New York: Academic Press, 413-68.
132. Long, M. H. 1998: Focus on form in task- based language teaching. University of Hawai'i Working Papers in ESL, 161, 49-61.
133. Long, M. H. forthcoming: Task Based Language Teaching. Oxford: Blackwell.
134. Long, M. H. and Crookes, G. 1992: Three approaches to task-based syllabus design. TESOL Quarterly, 26, 55-98.
135. Long, M. H. and Norris, J. 2000: Task based language teaching. In M. Byram (ed.), Encyclopedia of Language Education. London: Routledge, 597-603.
136. Long, M. H. and Robinson, P. 1998: Focus on form: theory, research, practice. In C. Doughty and J. Williams (eds), Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press, 15-41.
137. Lyster, R. 1998: Recasts, repetition and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.
138. Lyster, R. and Ranta, L. 1997: Corrective feedback and learner uptake: negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19, 37-66.
139. Mackey, A., Gass, S. M., and McDonough, K. 2000: Do learners recognize implicit negative feedback as feedback? Studies in Second Language Acquisition, 22, 471-97.
140. Mackey, A., Philp, J., Eri, T., Fuji, A., and Takaguchi, T. 2002: The outcomes of implicit feedback in conversational interaction: an exploration of the role of aptitude in phonological short-term memory. In P. Robinson (ed.), Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins, 181-210.
141. MacWhinney, B. 1987: The competition model. In B. MacWhinney (ed.), Mechanisms of Language Acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates, 249-308.
142. MacWhinney, B. 2001: The competition model: the input, the context and the brain. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 69-90.
143. Marcel, A. 1983: Conscious and unconscious perception: experiments on visual masking and word recognition. Cognitive Psychology, 15, 197-237.
144. Massaro, D. 1987: Speech Perception by Ear and by Eye: A Paradigm for Psychological Inquiry. Hillsdale, NJ: Lawrence Erlbaum Associates.
145. McLaughlin, B. 1990: Restructuring. Applied Linguistics, 11, 113-28.
146. Mehnert, U. 1998: The effects of different lengths of time for planning on second language performance. Studies in Second Language Acquisition, 20, 83-108.
147. Merickle, P. and Reingold, E. 1991: Comparing direct (explicit) and indirect (implicit) measures to study unconscious memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 224-33.
148. Miyake, A. and Friedman, N. 1998: Individual differences in second language proficiency: working memory as language aptitude. In A. Healy and L. Bourne Jr (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates, 339-64.
149. Miyake, A., Friedman, N., and Osaka, M. 1998: Cue acquisition and syntactic comprehension in second language learning. Findings reported in A. Miyake and N. Friedman 1998: Individual differences in second language proficiency: working memory as language aptitude. In A. Healy and L. Bourne Jr (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates, 339-64.
150. Mulligan, N. 1997: Attention and implicit memory tests: the effects of varying attentional load on conceptual priming. Memory & Cognition, 25, 11-17.
151. Muranoi, H. 1996: Effects of interaction enhancement on restructuring of interlanguage grammar: a cognitive approach to foreign language instruction. Ph.D. dissertation. Georgetown University, Department of Linguistics.
152. Muranoi, H. 2000: Focus on form through interaction enhancement: integrating formal instruction into a communicative task in EFL classrooms. Language Learning, 50, 617-73.
153. Naatanen, R. 1992: Attention and Brain Function. Hillsdale, NJ: Lawrence Erlbaum Associates.
154. Nairne, J. 1996: Short-term/working memory. In E. L. Bjork and R. Bjork (eds), Memory. San Diego: Academic Press, 102-30.
155. Navon, D. 1989: The importance of being visible: on the role of attention in a mind viewed as an anarchic intelligence system. European Journal of Cognitive Psychology, 1, 191-238.
156. Neely, J. 1977: Semantic priming and retrieval from lexical memory: roles of inhibitionless spreading activation and limited capacity attention. Journal of Experimental Psychology: General, 106, 226-54.
157. Nelson, K. 1996: Language in Cognitive Development: The Emergence of the Mediated Mind. New York: Cambridge University Press.
158. Neumann, O. 1987: Beyond capacity: a functional view of attention. In H. Heuer and A. Sanders (eds), Perspectives on Perception and Action. Berlin: Springer, 361-94.
159. Neumann, O. 1996: Theories of attention. In O. Neumann and A. Sanders (eds), Handbook of Perception and Action. Vol. 3: Attention. San Diego: Academic Press, 389-446.
160. Nissen, M. and Bullemer, P. 1987: Attentional requirements of learning: evidence from performance systems. Cognitive Psychology, 19, 1-32.
161. Niwa, Y. 1999: Reasoning demands of L2 tasks and L2 narrative production: effects of individual differences in working memory, intelligence, and aptitude. M.A. dissertation. Aoyama Gakuin University, Department of English.
162. Norris, J. and Ortega, L. 2000: Effectiveness of L2 instruction: a research synthesis and meta-analysis. Language Learning, 50, 417-528.
163. Norris, J., Brown, J. D., Hudson, T., and Yoshioka, J. 1998: Developing Second Language Performance Tests. University of Hawai'i Second Language Teaching and Curriculum Center Technical Report No. 19. Honolulu: University of Hawai'i Press.
164. Nosofsky, R. 1992: Exemplar-based approach to relating categorization, identification and recognition. In F. G. Ashby (ed.), Multidimensional Models of Perception and Categorization. Hillsdale, NJ: Lawrence Erlbaum Associates, 363-95.
165. Nosofsky, R., Kruschke, J., and McKinley, S. 1992: Combining exemplar-based category representations and connectionist learning rules. Journal of Experimental Psychology: Learning Memory and Cognition, 15, 282-304.
166. Oliver, R. 1995: Negative feedback in child NS/NNS conversation. Studies in Second Language Acquisition, 17, 459-83.
167. Ortega, L. 1999: Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-48.
168. Osaka, M. and Osaka, N. 1992: Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30, 287-9.
169. Paradis, M. 1994: Neurolinguistic aspects of implicit and explicit memory: implications for bilingualism. In N. Ellis (ed.), Implicit and Explicit Learning of Languages. New York: Academic Press, 393-419.
170. Pashler, H. and Carrier, M. 1997: Structures, processes, and the flow of information. In E. L. Bjork and R. Bjork (eds), Memory. San Diego: Academic Press, 3-29.
171. Phaf, R., van der Heijden, A., and Hudson, P. 1990: SLAM: a connectionist model for attention in visual selection tasks. Cognitive Psychology, 22, 273-341.
172. Pica, T. 1988: Interlanguage adjustments as an outcome of NS-NNS negotiated interaction. Language Learning, 38, 45-73.
173. Pica, T. 1992: The textual outcomes of NS-NNS negotiation: what do they reveal about learning? In C. Kramsch and S. McConnel-Ginet (eds), Text and Context. Cambridge, MA: Heath, 198-237.
174. Pica, T., Kanagy, R., and Falodun, J. 1993: Choosing and using communication tasks for second language teaching and research. In G. Crookes and S. Gass (eds), Tasks in Language Learning: Integrating Theory and Practice. Clevedon: Multilingual Matters, 1-42.
175. Posner, M. 1980: Orienting of attention. Quarterly Journal of Experimental Psychology, 32, 3-25.
176. Posner, M. and Petersen, S. 1990: The attention system of the human brain. Annual Review of Neuroscience, 13, 25-42.
177. Prinz, W. 1986: Continuous selection. Psychological Research, 48, 231-8.
178. Rahimpour, M. 1997: Task condition, task complexity and variation in oral L2 discourse. Ph.D. dissertation. University of Queensland.
179. Rahimpour, M. 1999: Task complexity and variation in interlanguage. In N. Jungheim and P. Robinson (eds), Pragmatics and Pedagogy: Proceedings of the 3rd Pacific Second Language Research Forum. Vol. 2. Tokyo: PacSLRF, 115-34.
180. Reber, A. 1989: Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 118, 219-35.
181. Reber, A. 1993: Implicit Learning and Tacit Knowledge: An Essay on the Cognitive Unconscious. Oxford: Oxford University Press.
182. Reber, A., Walkenfield, F., and Hernstadt, R. 1991: Implicit and explicit learning: individual differences and IQ. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 888-96.
183. Reed, E. 1996: Encountering the World: Toward an Ecological Psychology. New York: Oxford University Press.
184. Richardson-Klavehn, A. and Bjork, R. 1988: Measures of memory. Annual Review of Psychology, 39, 475-543.
185. Robinson, P. 1993: Problems of knowledge and the implicit/explicit distinction in SLA theory. University of Hawai'i Working Papers in ESL, 12, 99-146.
186. Robinson, P. 1995a: Task complexity and second language narrative discourse. Language Learning, 45, 99-140.
187. Robinson, P. 1995b: Attention, memory and the "noticing" hypothesis. Language Learning, 45, 283-331.
188. Robinson, P. 1996a: Learning simple and complex second language rules under implicit, incidental, rule search and instructed conditions. Studies in Second Language Acquisition, 18, 27-67.
189. Robinson, P. 1996b: Consciousness, Rules and Instructed Second Language Acquisition. New York: Lang.
190. Robinson, P. 1996c: Connecting tasks, cognition and syllabus design. In P. Robinson (ed.), Task Complexity and Second Language Syllabus Design: Data-Based Studies and Speculations. University of Queensland Working Papers in Applied Linguistics, 1, 1-16.
191. Robinson, P. 1997a: Individual differences and the fundamental similarity of implicit and explicit adult second language learning. Language Learning, 47, 45-99.
192. Robinson, P. 1997b: Generalizability and automaticity of second language learning under implicit, incidental, enhanced and instructed conditions. Studies in Second Language Acquisition, 19, 223-47.
193. Robinson, P. 2000: The cognition hypothesis of task-based language development and its implications. In Proceedings of the 3rd Acquisition of Japanese as a Second Language Conference, Ochanomizu University, Tokyo, December, 10-15.
194. Robinson, P. 2001a: Task complexity, task difficulty, and task production: exploring interactions in a componential framework. Applied Linguistics, 22, 27-57.
195. Robinson, P. 2001b: Individual differences, cognitive abilities, aptitude complexes and learning conditions: an aptitude complex/ability differentiation framework for SLA research. In Larry Selinker and Usha Lakshmanan (eds), Second Language Research, 17, 368-92: Special Issue on Explanation and Scientific Method in SLA Research: Festschrift for Paul van Buren.
196. Robinson, P. 2001c: Task complexity, cognitive resources, and syllabus design: a triadic framework for investigating task influences on SLA. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 287-318.
197. Robinson, P. 2002: Effects of individual differences in working memory, intelligence and aptitude on incidental second language learning: a replication and extension of Reber, Walkenfield and Hernstadt 1991. In P. Robinson (ed.), Individual Differences and Instructed Language Learning. Amsterdam: John Benjamins, 211-66.
198. Robinson, P. forthcoming: Task Complexity, Second Language Development and Syllabus Design. Cambridge: Cambridge University Press.
199. Robinson, P. and Ha, M. 1993: Instance theory and second language rule learning under explicit conditions. Studies in Second Language Acquisition, 13, 413-38.
200. Robinson, P. and Lim, J. J. 1993: Cognitive load and the Route- Marked/Not-Marked Map Task. Unpublished data. University of Hawai'i at Manoa, Department of ESL.
201. Robinson, P. and Niwa, Y. 2001: Task complexity and reasoning demands of second language narratives: effects on production and perceptions of task difficulty. Ms.
202. Robinson, P. and Yamaguchi, Y. 1999: Communication, corrective feedback and aptitude: interactions of classroom, task and learner factors. Paper presented at the 13th AILA World Congress of Applied Linguistics, Waseda University, Tokyo, August.
203. Robinson, P., Strong, G., Whittle, J., and Nobe, S. 2001: The development of academic discussion ability. In J. Flowerdew and M. Peacock (eds), Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press, 347-59.
204. Robinson, P., Ting, S., and Urwin, J. 1995: Investigating second language task complexity. RELC Journal, 25, 62-79.
205. Roediger, H., Weldon, M., and Challis, B. 1989: Explaining dissociations between implicit and explicit measures of memory: a processing account. In H. Roediger and F. Craik (eds), Varieties of Memory and Consciousness. Hillsdale, NJ: Lawrence Erlbaum Associates, 3-41.
206. Rosa, E. and O'Neill, M. 1999: Explicitness, intake and the issue of awareness: another piece to the puzzle. Studies in Second Language Acquisition, 21, 511-56.
207. Rott, S. 1999: The effect of exposure frequency on intermediate language learners' incidental vocabulary acquisition and retention through reading. Studies in Second Language Acquisition, 21, 589-620.
208. Rutherford, W. 1987: Second Language Grammar: Learning and Teaching. London: Longman.
209. Sanders, A. 1986: Energetical states underlying task performance. In G. R. Hockey, A. W. Gaillard, and M. G. Coles (eds), Energetics and Human Information Processing. Dordrecht: Martinus Nijhoff, 139-54.
210. Sanders, A. 1998: Elements of Human Performance. Mahwah, NJ: Lawrence Erlbaum Associates.
211. Sanders, A. and Neumann, O. 1996: Introduction. In O. Neumann and A. Sanders (eds), Handbook of Perception and Action. Vol. 3: Attention. San Diego: Academic Press, 1-5.
212. Sasaki, M. 1996: Second Language Proficiency, Foreign Language Aptitude and Intelligence. New York: Lang.
213. Sawyer, M. and Ranta, L. 2001: Aptitude, individual differences and program design. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 319-53.
214. Schachter, D. 1987: Implicit memory: history and current status. Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 501-18.
215. Schachter, D. 1996: Searching for Memory: The Brain, the Mind, and the Past. New York: Basic Books.
216. Schmidt, R. 1990: The role of consciousness in second language learning. Applied Linguistics, 11, 129-58.
217. Schmidt, R. 1995: Consciousness and foreign language learning: a tutorialon the role of attention and awareness in learning. In R. Schmidt (ed.), Attention and Awareness in Foreign Language Learning and Teaching. Second Language Teaching and Curriculum Center Technical Report No. 9. Honolulu: University of Hawai'i Press, 1-64.
218. Schmidt, R. 2001: Attention. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 3-32.
219. Schmidt, R. and Frota, S. 1986: Developing basic conversational ability in a second language: a case study of an adult learner of Portuguese. In R. Day (ed.), Talking to Learn: Conversation in Second Language Acquisition. Rowley, MA: Newbury House, 237-322.
220. Schneider, W. and Detweiler, M. 1988: The role of practice in dual-task performance: toward workload modeling in a connectionist-control architecture. Human Factors, 30, 539-66.
221. Schneider, W., Healy, A., and Bourne, L. Jr 1998: Contextual interference effects in foreign language vocabulary acquisition and retention. In A. Healy and L. Bourne Jr (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates, 77-90.
222. Schwartz, B. 1999: Let's make up your mind: "special nativist" perspectives on language, modularity of mind, and nonnative language acquisition. Studies in Second Language Acquisition, 21, 635-56.
223. Sergeant, J. 1996: A theory of attention: an information processing perspective. In G. Reid Lyon and N. A. Krasnegor (eds), Attention and Executive Function. Baltimore, MD: Paul H. Brookes, 57-69.
224. Shaffer, L. 1975: Multiple attention in continuous verbal tasks. In P. Rabbitt and S. Dornic (eds), Attention and Performance. Vol. 4. New York: Academic Press, 157-67.
225. Shallice, T. 1972: Dual functions of consciousness. Psychological Review, 79, 383-93.
226. Shallice, T. 1978: The dominant action system: an information processing approach to consciousness. In K. Pape and J. Singer (eds), The Stream of Consciousness. New York: Plenum Press, 117-57.
227. Shanks, D. and St John, M. 1994: Characteristics of dissociable human systems. Behavioral and Brain Sciences, 17, 367-447.
228. Sharwood-Smith, M. 1981: Consciousness-raising and the second language learner. Applied Linguistics, 2, 159-68.
229. Sharwood-Smith, M. 1991: Speaking to many minds: on the relevance of different types of language information for the L2 learner. Second Language Research, 7, 118-32.
230. Shiffrin, R. 1993: Short-term memory: a brief commentary. Memory & Cognition, 21, 193-7.
231. Shiffrin, R. and Schneider, W. 1977: Controlled and automatic human information processing II: perceptual learning, automatic attending and a general theory. Psychological Review, 84, 127-90.
232. Skehan, P. 1996: A framework for the implementation of task-based instruction. Applied Linguistics, 17, 38-62.
233. Skehan, P. 1998: A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
234. Skehan, P. and Foster, P. 1997: Task type and task processing conditions as influences on foreign language performance. Language Teaching Research, 1, 185-212.
235. Skehan, P. and Foster, P. 2001: Cognition and tasks. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 183-205.
236. Smith, E. E. and Sloman, S. 1994: Similarity-versus rule-based categorization. Memory & Cognition, 22, 377-86.
237. Spada, N. 1997: Form-focussed instruction and second language acquisition: a review of classroom and laboratory research. Language Teaching, 29, 1-15.
238. Spada, N. and Lightbown, P. 1993: Instruction and the development of questions in the L2 classroom. Studies in Second Language Acquisition, 1 (15), 205-21.
239. Sperling, G. 1960: The information available in brief visual presentations. Psychological Monographs, 74 (11) (no. 498).
240. Squire, L. 1992: Declarative and nondeclarative memory: multiple brain systems supporting learning and memory. Journal of Cognitive Neuroscience, 4, 232-43.
241. Stadler, M. 1992: Statistical structure and implicit serial learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 18, 318-27.
242. Sternberg, R. 1985: Beyond IQ: A Triarchic Theory of Human Intelligence. Cambridge: Cambridge University Press.
243. Swain, M. 1985: Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (eds), Input in Second Language Acquisition. Rowley, MA: Newbury House, 235-53.
244. Swain, M. 1995: Three functions of output in second language learning. In G. Cook and B. Seidlhoffer (eds), Principle and Practice in Applied Linguistics: Studies in Honor of H. G. Widdowson. Oxford: Oxford University Press, 125-44.
245. Swain, M. and Lapkin, S. 1995: Problems in output and the cognitive processes they generate. Applied Linguistics, 16, 370-91.
246. Tarone, E. 1985: Variability In interlanguage use: a study of style- shifting in morphology and syntax. Language Learning, 35, 373-403.
247. Tarone, E. and Parrish, B. 1988: Task- based variation in interlanguage: the case of articles. Language Learning, 38, 21-44.
248. Thelen, E. and Smith, L. 1998: A Dynamic Systems Approach to the Development of Cognition and Action. Cambridge, MA: MIT Press.
249. Ting, S. C.-C. 1996: Tasks and planning time in the acquisition of Chinese as a second language. In P. Robinson (ed.), Task Complexity and Second Language Syllabus Design: Data-Based Studies and Speculations. Brisbane: University of Queensland Working Papers in Applied Linguistics, 30-63.
250. Tipper, S. 1992: Selection for action: the role of inhibitory mechanisms. Current Directions in Psychological Science, 1, 105-9.
251. Tomasello, M. and Farrar, M. 1986: Joint attention and early language. Child Development, 57, 1454-63.
252. Tomasello, M., Manle, S., and Kruger, A. 1989: Linguistic environment of 1- to 2-year-old twins. Developmental Psychology, 22, 169-76.
253. Tomlin, R. and Villa, V. 1994: Attention in cognitive science and SLA. Studies in Second Language Acquisition, 16, 185-204.
254. Treisman, A. 1971: Shifting attention between the ears. Quarterly Journal of Experimental Psychology, 23, 157-67.
255. Truscott, J. 1998: Noticing in second language acquisition: a critical review. Second Language Research, 14, 103-35.
256. Urwin, J. 1999: Second language listening task complexity. Ph.D. dissertation. Monash University.
257. van der Heijden, T. 1992: Selective Attention in Vision. London: Routledge.
258. VanPatten, B. 1996: Input Processing and Grammar Instruction: Theory and Research. Norwood, NJ: Ablex.
259. White, J. 1998: Getting the learner's attention: a typographical input enhancement study. In C. Doughty and J. Williams (eds), Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press, 85-113.
260. White, L. 1991: Adverb placement in second language acquisition: some effects of positive and negative evidence in the classroom. Second Language Research, 7, 122-61.
261. White, L., Spada, N., Lightbown, P., and Ranta, L. 1991: Input enhancement and L2 question formation. Applied Linguistics, 12, 416-32.
262. Wickens, C. 1984: Processing resources in attention. In R. Parasuraman and D. Davies (eds), Varieties of Attention. New York: Academic Press, 63-102.
263. Wickens, C. 1989: Attention and skilled performance. In D. Holding (ed.), Human Skills. New York: John Wiley, 71-105.
264. Wickens, C. 1992: Engineering Psychology and Human Performance. Second edition. New York: HarperCollins.
265. Wickens, C., Gordon, S. E., and Liu, Y. 1997: An Introduction to Human Factors Engineering. New York: Longman.
266. Williams, J. 1999: Memory, attention and inductive learning. Studies in Second Language Acquisition, 21, 1-48.
267. Zobl, H. 1992: Sources of linguistic knowledge and uniformity of nonnative performance. Studies in Second Language Acquisition, 14, 387-403.
268. Zobl, H. 1995: Converging evidence for the acquisition/learning distinction. Applied Linguistics, 16, 35-57.