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Stephanie K. Rich – ProQuest LLC, 2024
This dissertation explores the role of memory in language processing, and specifically how interference during lexical encoding can result in downstream interference during retrieval. The dissertation merges insights from both the sentence processing literature as well as the study of memory in non-sentential contexts and focuses on two factors…
Descriptors: Language Processing, Interference (Language), Recall (Psychology), Psycholinguistics
Chuanli Zang; Ying Fu; Hong Du; Xuejun Bai; Guoli Yan; Simon P. Liversedge – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2024
Arguably, the most contentious debate in the field of eye movement control in reading has centered on whether words are lexically processed serially or in parallel during reading. Chinese is character-based and unspaced, meaning the issue of how lexical processing is operationalized across potentially ambiguous, multicharacter strings is not…
Descriptors: Chinese, Reading Processes, Language Processing, Phrase Structure
Mark Lauterbach; Marcy Zipke – Reading Teacher, 2024
Metalinguistic Awareness is the ability to consciously reflect on and manipulate language, from the level of the phoneme, to words, to whole phrases. Research has shown that engaging in metalinguistic activities can have a positive impact on reading. This article details some of the component skills of metalinguistic awareness (in this case,…
Descriptors: Elementary School Students, Elementary School Teachers, Metalinguistics, Language Skills
Emily Rodgers; Jerome V. D'Agostino; Joel R. Levin; Timothy Rasinski – Journal of Research in Reading, 2025
Background: We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase-cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence-based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare…
Descriptors: Reading Fluency, Word Recognition, Intonation, Suprasegmentals
Xu Rattanasone, Nan; Yuen, Ivan; Holt, Rebecca; Demuth, Katherine – Journal of Child Language, 2022
Learning to use word versus phrase level prosody to identify compounds from lists is thought to be a protracted process, only acquired by 11 years (Vogel & Raimy, 2002). However, a recent study has shown that 5-year-olds can use prosodic cues other than stress for these two structures in production, at least for early-acquired noun-noun…
Descriptors: Phrase Structure, Intonation, Suprasegmentals, Cues
Antony, James W.; Bennion, Kelly A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2023
Semantic similarity between stimuli can lead to false memories and can also potentially cause retroactive interference (RI) for veridical memories. Here, participants first learned spatial locations for "critical" words that reliably produce false memories in the Deese-Roediger-McDermott paradigm. Next, participants centrally viewed…
Descriptors: Semantics, Task Analysis, Spatial Ability, Ambiguity (Semantics)
Christopher Nicklin – ProQuest LLC, 2024
Since corpus linguistics gained popularity as a methodology in the latter half of the 20th century, second language acquisition research has seen the emergence of work investigating formulaic language, such as idioms, lexical bundles, and collocations. A collocation is a string of words that co-occur more routinely than probability would predict,…
Descriptors: Computational Linguistics, Phrase Structure, Language Processing, Native Language
Singh, Leher; Cheng, Qiqi – First Language, 2023
Most words spoken to infants are produced in larger units, such as clauses, phrases, and sentences. As such, language learners must recognize words amidst the words that surround them. However, the phonetic forms of words change based on surrounding context. Here, we investigate the effects of a common source of phonetic change--phonological…
Descriptors: Phonology, Language Acquisition, Second Language Learning, Bilingualism
Mark Feng Teng – JALT CALL Journal, 2025
This study aimed to examine incidental learning of multiword expressions (MWEs) from bilingual captioned videos among language minority students. The participants consisted of 403 language minority university students enrolled in the Preparatory Year Programme (PYP) in the Southern part of China. The study evaluated participants' vocabulary…
Descriptors: Phrase Structure, Language Minorities, Second Language Learning, Second Language Instruction
Norris, Dennis; Kalm, Kristjan; Hall, Jane – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
Memory for verbal material improves when words form familiar chunks. But how does the improvement due to chunking come about? Two possible explanations are that the input might be actively recoded into chunks, each of which takes up less memory capacity than items not forming part of a chunk (a form of data compression), or that chunking is based…
Descriptors: Phrase Structure, Short Term Memory, Recognition (Psychology), Linguistic Input
Zhan Xia; Omer Hassan Ali Mahfoodh; Malini N. G. Ganapathy – Language Teaching Research Quarterly, 2024
This study examines the effects of monologic and dialogic task sequences on incidental vocabulary learning among 115 students in four intact classes of a Chinese vocational high school. Twenty vocabulary items including words, phrases and fixed expressions ranging from high to low frequency levels were targeted. Students were required to complete…
Descriptors: Vocational Education, High School Students, English (Second Language), Second Language Instruction
Pavia, Niousha; Webb, Stuart; Faez, Farahnaz – Studies in Second Language Acquisition, 2019
Research investigating incidental vocabulary learning through listening to songs has primarily relied on participants' self-report surveys on listening behaviors and its relationship with their vocabulary knowledge (Kuppens, 2010). Only one experimental study has investigated vocabulary learning gains from listening to songs (Medina, 1993). From…
Descriptors: Incidental Learning, Vocabulary Development, Singing, Correlation
Zhang, Dongbo; Ke, Sihui; Mo, Ya – Journal of Educational Psychology, 2023
This article synthesizes the roles of morphology in English reading acquisition and reports a meta-analytic structural equation modeling study (k = 107, N = 21,818) that tested the effects of morphological awareness (MA) on reading comprehension in school-aged readers. Moderator analysis was conducted through a set of subgroup comparisons based on…
Descriptors: Morphology (Languages), Reading Comprehension, Comparative Analysis, Monolingualism
Sonbul, Suhad; El-Dakhs, Dina Abdel Salam; Al-Otaibi, Hind – Interpreter and Translator Trainer, 2022
Experimental research on the interface between second language vocabulary knowledge, including collocations, and translation competence is scarce. The present study investigates the role played by three determinants of collocation knowledge (knowledge level -- recall versus recognition, congruency, and constituent word types) in the accuracy of…
Descriptors: Translation, Phrase Structure, Vocabulary Development, Language Processing
Tang, Ping; Yuen, Ivan; Demuth, Katherine; Rattanasone, Nan Xu – Developmental Psychology, 2023
Contrastive focus, conveyed by prosodic cues, marks important information. Studies have shown that 6-year-olds learning English and Japanese can use contrastive focus during online sentence comprehension: focus used in a "contrastive context" facilitates the identification of a target referent (speeding up processing), whereas focus used…
Descriptors: Mandarin Chinese, Suprasegmentals, Intonation, Prediction