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Zhang, Man; Wang, Xin; Wang, Fenqi; Liu, Huanhuan – Journal of Psycholinguistic Research, 2020
The current study aims to investigate how Field independent (FI) and Field-dependent (FD) cognitive styles modulate bilingual language control during a joint language switching task. The cognitive styles were measured by the Group Embedded Figures Test (GEFT). The FI group with a preference for autonomous information processing was sensitive to…
Descriptors: Cognitive Style, Code Switching (Language), Bilingualism, Language Processing
Mahvelati, Elaheh Hamed – Journal of Psycholinguistic Research, 2020
The present research aimed to investigate how field-dependent and field-independent learners perceived and processed information when they were engaged in an implicit foreign language learning task and to explore differences between them in this regard. The majority of studies in the pertinent literature have adopted quantitative methods to date.…
Descriptors: Cognitive Style, Second Language Learning, Second Language Instruction, Memory
Zheng, Shigao – English Language Teaching, 2012
To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China's key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners' autonomy in vocabulary acquisition will effectively…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Cognitive Style

McQuade, Debra V. – Language and Speech, 1981
Reports a study on coding operations during visual word recognition. Subjects made lexical judgments about words and nonwords when phonological recoding was either beneficial or detrimental to making decisions; the phonological model was used by subjects when helpful. This supports a dual retrieval model of word recognition. (Author/PJM)
Descriptors: Cognitive Processes, Cognitive Style, Language Processing, Phonology
Rips, Lance J. Stubbs, Margaret E. – Journal of Verbal Learning and Verbal Behavior, 1980
Two experiments studied how people determine relationships among family members. In one experiment, subjects were to determine relationships in hypothetical families. In the second, the families were in the subjects' experience. It was determined that memory was organized in terms of parent-child relations together with knowledge of which members…
Descriptors: Cognitive Processes, Cognitive Style, Family Relationship, Language Processing
McKoon, Gail; Ratcliff, Roger – Journal of Verbal Learning and Verbal Behavior, 1980
Three experiments were conducted to study the inferencing processes involved in anaphoric reference. Results show that an anaphora activates both its referent and concepts when in the same proposition as the referent, and that all three, when in the same proposition, are connected in the long-term representation of a text. (PJM)
Descriptors: Cognitive Processes, Cognitive Style, Comprehension, Concept Formation

Chapman, Robin S.; Thompson, Jean – Journal of Child Language, 1980
Previous research has reported instances in which some two-year-olds failed to overextend in comprehension what they overextended in use. Fremgen and Fay found no instance of overextension in comprehension in separate experiments. From this Fremgen and Fay conclude children never overextend in comprehension. This conclusion is re-evaluated here.…
Descriptors: Child Language, Cognitive Processes, Cognitive Style, Comprehension
Parodi, Giovanni – Reading and Writing: An Interdisciplinary Journal, 2007
As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between…
Descriptors: Reading Processes, Writing Processes, Correlation, Language Processing
MacLeod, Colin M.; And Others – Journal of Verbal Learning and Verbal Behavior, 1978
In a modification of the sentence-picture comprehension task (Chase & Clark, 1972), 70 university undergraduates verified sentence-picture pairs. The findings limit the generalizability of any linguistic comparison model; two different comprehension strategies were used consistently by different subjects, whose choices of strategy were predictable…
Descriptors: Cognitive Processes, Cognitive Style, Cognitive Tests, Comprehension
Newport, Elissa L.; Aslin, Richard N. – Cognitive Psychology, 2004
In earlier work we have shown that adults, young children, and infants are capable of computing transitional probabilities among adjacent syllables in rapidly presented streams of speech, and of using these statistics to group adjacent syllables into word-like units. In the present experiments we ask whether adult learners are also capable of such…
Descriptors: Adult Learning, Probability, Syllables, Language Research
Albert, Martin L.; Obler, Loraine K. – 1978
This volume brings to light: (1) studies on the effects of different ways of acquiring and teaching a second language; (2) psychological studies on lexical organization in the bilingual brain; (3) neurological research including more than 100 case studies of polyglot aphasics; and (4) original experimental research on language lateralization in…
Descriptors: Aphasia, Bilingualism, Cerebral Dominance, Cognitive Style
Graesser, Arthur, C.; And Others – Journal of Verbal Learning and Verbal Behavior, 1980
Describes a question-answering procedure for probing the reader's internal representation of prose. Examines two dimensions of a reader's conceptual organization of plot: hierarchical level and relational density of propositions. (PMJ)
Descriptors: Cognitive Processes, Cognitive Style, Concept Formation, Connected Discourse
Watkins, Michael J.; Todres, Amy K. – Journal of Verbal Learning and Verbal Behavior, 1980
Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)
Descriptors: Auditory Stimuli, Aural Learning, Cognitive Processes, Cognitive Style
Ferguson, Charles A.; Macken, Marlys A. – 1980
Sound play is important to child language development in that it contributes to the phonetic substrate, it is a factor in phonological development, and it is something to be learned as part of the socially acceptable use of language. Sound play progresses in three stages: (1) babbling, in which a gradual acquisition of phonetic units is built up…
Descriptors: Child Language, Cognitive Development, Cognitive Style, Creative Thinking
Bertolo, Stefano, Ed. – 2001
This book has been conceived as a companion to learnability for the benefit of those linguists who base their work on Chomsky's "Principles and Parameters Hypothesis." General concepts from formal theory and complexity theory and important facts from psycholinguistics, historical linguistics, and language processing have been introduced…
Descriptors: Cognitive Style, Diachronic Linguistics, Grammar, Language Acquisition
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