This paper discusses the association between bilingualism and creativity considering the contribution of executive functions in this relationship. The studies which investigated the relationship between bilingualism, creativity and executive functions are reported. In the psychology literature, divergent thinking and creativity are synonymous…

Evidence for the role of procedural memory in second language (L2) acquisition has emerged in our field. However, little is known about the reliability and validity of the procedural memory measures used in this research. The present study (N = 119) examined the reliability and the convergent and discriminant validity of three assessments that…

In natural language, evidence suggests that, while some rules are productive (regular), applying broadly to new words, others are restricted to a specific set of lexical items (irregular). Further, the literature suggests that children make a categorical distinction between regular and irregular rules, applying only regular rules productively…

Bilinguals often outperform monolinguals on executive function tasks, including tasks that tap cognitive flexibility, conflict monitoring, and task-switching abilities. Some have suggested that bilinguals also have greater working memory capacity than comparable monolinguals, but evidence for this suggestion is mixed. We therefore conducted a…

Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study,…

In an event-related potential (ERP) study we investigated the role of age of acquisition (AoA) on the use of second language rhythmic properties during syntactic ambiguity resolution. Syntactically ambiguous sentences embedded in rhythmically regular and irregular contexts were presented to Turkish early and late second language (L2) learners of…

This study examined the second language (L2) development of adult learners of Spanish at three levels of proficiency during and after a semester of instruction. A fundamental goal was to identify cognitive and psychosocial individual differences (IDs) that can explain between-learner variation over time in order to expand our understanding of the…

Simultaneous Capacity'' is the number of syllables which can be correctly repeated after having been heard once. (WB)

This study investigated the influence of cognitive and linguistic skills on the reading comprehension performance of a group of learners from diverse linguistic backgrounds. The study also compared the reading comprehension performance of grade 4 children who entered kindergarten with little or no experience with English (ESL) to that of a group…

Experiments compared two closed head injury (CHI) subjects with normal subject's ability to interpret indirect speech acts with the ability of uninjured individuals. The CHI individuals displayed difficulty in interpreting indirect speech or rejecting literal meanings. The results are discussed in terms of common cognitive deficits after closed…

Thirty-eight bidialectical rural Hawaiian children participated in a study to determine if they would display clustering in a cued recall task and to explore the possible influence of dialect usage on recall performance. For purposes of the study, "clustering" was defined as the ability of subjects to recall list items by category…

THIS ADDRESS, GIVEN AT THE INTERNATIONAL CONFERENCE ON MODERN FOREIGN LANGUAGE TEACHING (BERLIN, SEPTEMBER 1964), PRESENTS A GENERAL DISCUSSION OF THE PRESENT SCOPE, ROLE, AND POTENTIAL USE OF RESEARCH IN FOREIGN LANGUAGE TEACHING METHODOLOGY, AND MAINTAINS THAT THE BEST RESEARCH IS THAT WHICH IS CLOSELY ALLIED WITH THEORY, AND THE HARDEST TO…

This paper reports replications of studies of implicit artificial grammar (AG) learning and explicit series-solution learning with experienced second language learners in order to examine their population and content generalizability. As found by Reber, Walkenfeld, and Hernstadt (1991), there was significantly greater variance in explicit compared…