Internal error monitoring as reflected by the error-related negativity (ERN) component can give insight into the process of learning a second language (L2). Yet, early stages of learning are characterized by high levels of uncertainty, which obscures the process of error detection. We examine how uncertainty about L2 syntactic representations,…

Generative AI technologies such as large language models show novel potential to enhance educational research. For example, generative large language models were shown to be capable of solving quantitative reasoning tasks in physics and concept tests such as the Force Concept Inventory (FCI). Given the importance of such concept inventories for…

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: "inclusion" instructions require generating the transitions that form the learned sequence;…

One benefit of working in groups is that group members can learn from each other how to perform the task, a phenomenon called group-to-individual transfer (G-I transfer). In the context of quantitative judgments, G-I transfer means that group members improve their individual accuracy as a consequence of exchanging task-relevant information. This…

The aim of this experiment was to determine if dyad practice helped individuals become aware, use, and retain information in a dynamically changing perceptual-motor task compared with practice alone. We used a computerized perceptual-motor task, where individuals were required to intercept balls that dropped from the top of the screen. A colored…

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user's learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes.…

Misconceptions impair not only learners' comprehension of a text but also the accuracy with which they judge their comprehension, that is, "metacomprehension accuracy." Refutation texts are beneficial to elicit conceptual-change processes and thus to overcome the detrimental impact of misconceptions on comprehension. However, it is…