The authors examined whether individual differences in fluid intelligence (gF) modulate the testing effect. Participants studied Swahili--English word pairs and repeatedly studied half the pairs or attempted retrieval, with feedback, for the remaining half. Word pairs were easy or difficult to learn. Overall, participants showed a benefit of…

This study examined the simultaneous effects of L2 individual difference (ID) variables (aptitude, motivation, strategy use, language processing experience, and gender) on English as a foreign language (EFL) breadth and depth of L2 vocabulary knowledge of 492 Korean university-level learners. Independent variable measures included the: (1) Korean…

The current study longitudinally examined the influence of aptitude on second language (L2) pronunciation development when 40 first-year Japanese university students engaged in practice activities inside and outside English-as-a-Foreign-Language classrooms over one academic year. Spontaneous speech samples were elicited at the beginning, middle,…

Logical learning theory stresses that learning occurs through logical relation. Materials most "related" to the cognitive organization of the learner are most readily retained. To test whether the "chronological" constructs of covert rehearsal and familiarity could account for the learning attributed to "logical"…

This study examines interrelationships among several episodic memory tasks, particularly correlations among various attributes of memory: imagery, associative, acoustic, temporal, affective, and frequency. Undergraduates completed 28 episodic memory tests using tasks such as free recall, paired associates, classical recognition, and memory span.…