Skip to main content Accessibility help
×
Hostname: page-component-5c6d5d7d68-wp2c8 Total loading time: 0 Render date: 2024-08-11T15:21:37.029Z Has data issue: false hasContentIssue false

Bibliography

Published online by Cambridge University Press:  10 November 2016

Ulf Schütze
Affiliation:
University of Victoria, British Columbia
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Language Learning and the Brain
Lexical Processing in Second Language Acquisition
, pp. 165 - 176
Publisher: Cambridge University Press
Print publication year: 2016

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abrahams, J. P., and Camp, C. J. (1993). Maintenance and generalization of object naming training in anomia associated with degenerative dementia. Clinical Gerontologist, 12(3), 5772.CrossRefGoogle Scholar
Aitchison, J. (1992). Slip of the Tongue. In T. McArthur (ed.), The Oxford Companion to the English Language (p. 114). Oxford University Press.Google Scholar
Aitchison, J. (2003). Words in the Mind: An Introduction to the Mental Lexicon. Oxford: Blackwell.Google Scholar
Aleman, A. (2013). Wenn das Gehirn älter wird. [When the Brain Ages.] Munich: Beck.Google Scholar
Alloway, T. P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134–39.Google Scholar
Allport, A., Styles, E. A., and Hsieh, S. (1994). Shifting attentional set: exploring the dynamic control of tasks. In Umilta, C. and Moscovitch, M. (eds.), Attention and Performance, vol. 15, Conscious and Nonconscious Information Processing (pp. 421–62). Cambridge, MA: MIT Press.Google Scholar
Altarriba, J., Bauer, L., and Benvenuto, C. (1999). Concreteness, context-availability, and imageability ratings and word associations for abstract, concrete, and emotion words. Behavior Research Methods, Instruments, and Computers, 31, 578602.CrossRefGoogle ScholarPubMed
Altarriba, J., and Isurin, L. (eds.) (2013). Memory, Language and Bilingualism. Cambridge University Press.Google Scholar
Amaral, D., Prince, J., Pitkanen, A., and Carmichael, S. (1992). Anatomical organization of the primate amygdaloid complex. In Aggleton, J. P. (ed.), The Amygdala: Neurobiological Aspects of Emotion, Memory, and Mental Dysfunction (pp. 166). New York: Wiley.Google Scholar
Anderson, M. C., Bjork, R. A., and Bjork, E. L. (1994). Remembering can cause forgetting: retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1063–87.Google ScholarPubMed
Archibald, J. (1998). Second Language Phonology. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Archibald, L. M. D., and Gathercole, S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders, 41(6), 675–93.CrossRefGoogle ScholarPubMed
Archibald, L. M. D., and Gathercole, S. E. (2007). Nonword repetition and serial recall: equivalent measures of verbal short-term memory? Applied Psycholinguistics, 28, 587606.CrossRefGoogle Scholar
Awh, E., Jonides, J., Smith, E. E., Schumacher, E. H., Koeppe, R. A., and Katz, S. (1996). Dissociation of storage and rehearsal in verbal working memory: evidence from positron emission tomography. Psychological Science, 7, 2531.CrossRefGoogle Scholar
Baddeley, A. D. (1966a). Short-term memory for word sequences as a function of acoustic, semantic and formal similarity. Quarterly Journal of Experimental Psychology, 18, 362–65.Google ScholarPubMed
Baddeley, A. D. (1966b). The influence of acoustic and semantic similarity on long-term memory for word sequences. Quarterly Journal of Experimental Psychology, 18, 302–09.Google ScholarPubMed
Baddeley, A. D. (1966c). The capacity of generating information by randomization. Quarterly Journal of Experimental Psychology, 18, 119–29.CrossRefGoogle ScholarPubMed
Baddeley, A. D. (1986). Working Memory. Oxford University Press.Google ScholarPubMed
Baddeley, A. D. (1999). Essentials of Human Memory. Hove: Psychology Press.CrossRefGoogle Scholar
Baddeley, A. D. (2007). Working Memory, Thought, and Action. Oxford University Press.CrossRefGoogle Scholar
Baddeley, A. D., Eysenck, M. W., and Anderson, M. C. (2009). Memory. Oxford: Psychology Press.Google ScholarPubMed
Baddeley, A. D., Gathercole, S. E., and Papagno, C. (1998). The phonological loop as language learning device. Psychological Review, 105, 158–73.CrossRefGoogle ScholarPubMed
Baddeley, A. D., and Hitch, G. (1974). Working memory. In Bower, G. H. (ed.), The Psychology of Learning and Motivation: Advances in Research and Theory (vol. 8, pp. 4789). New York: Academic Press.Google Scholar
Baddeley, A. D., Papagno, C., and Vallar, G. (1988). When long-term learning depends on short-term storage. Journal of Memory and Language, 27, 586–95.CrossRefGoogle Scholar
Baddeley, A. D., Thomson, N., and Buchanan, M. (1975). Word length and the structure of short-term memory. Journal of Verbal Learning and Verbal Behaviour, 14, 575–89.CrossRefGoogle Scholar
Balota, D., Duchek, J., and Logan, J. (2007). Is expanded retrieval practice a superior form of spaced retrieval? A critical review of the extant literature. In Nairne, J. (ed.), The Foundations of Remembering: Essays in Honor of Henry L. Roediger (vol. 3, pp. 83105). New York: Psychology Press.Google Scholar
Balota, D. A., Duchek, J. M., Sergent-Marshall, S. D., and Roediger, H. L. (2006). Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects inh aging and early stage Alzheimer’s disease. Psychology and Aging, 21(1), 1931.CrossRefGoogle Scholar
Barcroft, J. (2004). Effects of sentence writing in second language lexical acquisition. Second Language Research, 20(4), 303–34.CrossRefGoogle Scholar
Barcroft, J. (2015). Can retrieval opportunities increase vocabulary learning during reading? Foreign Language Annals, 48(2), 236–49.CrossRefGoogle Scholar
Barnes, J. M., and Underwood, B. (1959). “Fate” of first-list associations in transfer theory. Journal of Experimental Psychology, 58, 97105.CrossRefGoogle ScholarPubMed
Basso, A. H., Spinnler, G., Vallar, G., and Zanobio, E. (1982). Left hemisphere damage and selective impairment of auditory verbal short-term memory: a case study. Neuropsychologica, 20, 263–74.CrossRefGoogle ScholarPubMed
Bauer, P. J. (2004). Getting explicit memory off the ground: steps toward construction of a neuro-developmental account of changes in the first two years of life. Developmental Review, 24, 347–73.CrossRefGoogle Scholar
Bloom, I., and La Heij, W. (2003). Semantic facilitation and semantic interference in word translation: implications for models of lexical access in language production. Journal of Memory and Language, 48, 468–88.Google Scholar
Bishop, D., Adams, C., and Norbury, C. (2004). Using nonword repetition to distinguish genetic and environmental influences on early literacy development: a study of 6-year-old twins. American Journal of Medical Genetics, 129B, 9496.Google ScholarPubMed
Buchsbaum, B. R., and D’Esposito, M. (2008). The search for the phonological store: from loop to convolution. Journal of Cognitive Neuroscience, 20(5), 762–78.CrossRefGoogle ScholarPubMed
Burgess, N., and Hitch, G. J. (1999). Memory for serial order: a network model of the phonological loop and its timing. Psychological Review, 106, 551–81.CrossRefGoogle Scholar
Carpenter, S. K., and DeLosh, E. L. (2005). Application of the testing and spacing effects to name learning. Applied Cognitive Psychology, 19, 619–36.CrossRefGoogle Scholar
Cenoz, J., Hufeisen, B., and Jessner, U. (eds.) (2003). The Multilingual Lexicon. Dordrecht: Kluwer.CrossRefGoogle Scholar
Chen, L., Shu, H., Liu, Y., Zhao, J., and Li, P. (2007). ERP signatures of subject-verb agreement in L2 learning. Bilingualism: Language and Cognition, 10(2, 161–74.CrossRefGoogle Scholar
Cheung, H. (1996). Non-word span as a unique predictor of second language vocabulary learning. Developmental Psychology, 32(5), 867–73.CrossRefGoogle Scholar
Clark, E. V. (1973). What’s in a word? On the child’s acquisition of semantics in his first language. In Moore, T. E. (ed.), Cognitive Development and the Acquisition of Language (pp. 65110). New York: Academic Press.CrossRefGoogle Scholar
Cohen, J. D., Perlstein, W. M., Braver, T. S., Nystrom, L. E., Noll, D. C., Jonides, J., and Smith, E. E. (1997). Temporal dynamics of brain activation during a working memory task. Nature, 386, 604–07.CrossRefGoogle ScholarPubMed
Cook, V., and Singleton, D. (2014). Key Topics in Second Language Acquisition. Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Cowan, N. (1992). Verbal memory span and the timing of spoken recall. Journal of Memory and Language, 31, 668–84.CrossRefGoogle Scholar
Cowan, N. (1993). Activation, attention, and short-term memory. Memory & Cognition, 21(2), 162–67.CrossRefGoogle ScholarPubMed
Cowan, N. (1999). An embedded-processes model of working memory. In Miyaki, A. and Shah, P. (eds.), Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (pp. 62101). Cambridge University Press.Google Scholar
Craik, F., and Lockhart, R. S. (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11, 671–84.CrossRefGoogle Scholar
Cull, W. (2000). Untangling the benefits of multiple study opportunities and repeated testing for cued recall. Applied Cognitive Psychology, 14(3), 215–35.3.0.CO;2-1>CrossRefGoogle Scholar
Davidson, M., Amso, D., Aderson, L. C., and Diamond, A. (2006). Development of cognitive control and executive functions from 4 to 13 years: evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia, 44(11), 2037–78.CrossRefGoogle ScholarPubMed
de Bot, K. (1992). A bilingual production model: Levelt’s “speaking” model adapted. Applied Linguistics, 13, 124.Google Scholar
de Bot, K. (2004). The multilingual lexicon: modelling selection and control. International Journal of Multilingualism, 1, 1732.CrossRefGoogle Scholar
de Bot, K., Lowie, W., and Verspoor, M. (2007). A Dynamic Systems Theory approach to second language acquisition. Bilingualism: Language and Cognition 10(1), 721.CrossRefGoogle Scholar
de Bot, K., and Schreuder, R. (1993). Word production and the bilingual lexicon. In Schreuder, R and Weltens, B. (eds.), The Bilingual Lexicon (pp. 191214). Amsterdam: John Benjamins.CrossRefGoogle Scholar
Deci, E. L., and Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.CrossRefGoogle Scholar
Deci, E. L., and Ryan, R. M. (eds.) (2002). Handbook of Self-Determination Research. Rochester: University of Rochester Press.Google Scholar
De Groot, A. M. B. (1992). Bilingual Lexical Representation: A Closer Look at Conceptual Representations. In Frost, R. and Katz, L. (eds.), Orthography, Phonology, Morphology, and Meaning (pp. 389412). Amsterdam: Elsevier Science Publishers.Google Scholar
De Groot, A. M. B. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463506.CrossRefGoogle Scholar
DeLange, R. J., Kemp, R. G., Riley, W. D., Cooper, R. A., and Krebs, E. (1968). Activation of skeletal muscle phosphorylase kinase by adenosine triphosphate and adenosine 3’, 5’-monophosphate. Journal of Biological Chemistry, 243(9), 2200–08.CrossRefGoogle ScholarPubMed
Dell, G. S. (1988). The retrieval of phonological forms in production: tests of predictions from a connectionist model. Journal of Memory and Language, 27, 124–42.CrossRefGoogle Scholar
Dell, G. S., and Reich, P. (1981). Stages in sentence production: an analysis of speech error data. Journal of Verbal Learning and Verbal Behavior 20(6), 611–29.CrossRefGoogle Scholar
Diamond, A. (2002). Normal development of prefrontal cortex from birth to young: adulthood cognitive functions, anatomy, and biochemistry. In Stuss, D. T. and Knight, R. T. (eds.), Principles of Frontal Lobe Function (pp. 466503). New York: Oxford University Press.CrossRefGoogle Scholar
Diamond, A., and Taylor, C. (1996). Development of an aspect of executive control: development of the abilities to remember what I said and to “Do as I say, not as I do.” Developmental Psychobiology, 29(4), 315–34.3.0.CO;2-T>CrossRefGoogle Scholar
Dijkstra, T., and Van Heuven, W. (1998). The BIA model and bilingual word recognition. In Grainger, J. and Jacobs, A. M. (eds.), Localist Connectionist Approaches to Human Cognition (pp. 189225). Mahwah, NJ: Erlbaum.Google Scholar
Dijkstra, T., and Van Heuven, W. (2002). The architecture of the bilingual word recognition system: from identification to decision. Bilingualism: Language and Cognition, 5, 191–98.CrossRefGoogle Scholar
Doughty, C. J. (2003). Instructed SLA: constraints, compensation, and enhancement. In Doughty, C. J. and Long, M. L. (eds.). The Handbook of Second Language Acquisition (pp. 256310). Oxford: Blackwell.CrossRefGoogle Scholar
Draaisma, D. (2004). Why Life Speeds Up as You Get Older. Cambridge University Press.CrossRefGoogle Scholar
Ebbinghaus, H. (1913). Grundzüge der Psychologie. [Fundamentals of Psychology.] Leipzig: Viet.Google Scholar
Ellis, N. (1996). Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18, 91126.CrossRefGoogle Scholar
Fell, J., Klaver, P., Lehnertz, K., Grunwald, T., Schaller, C., Elger, C., and Fernández, G., (2001). Human memory formation is accompanied by rhinal-hippocampal coupling and decoupling. Nature Neuroscience, 4(12), 1259–64.CrossRefGoogle ScholarPubMed
French, L., and O’Brien, I. (2008). Phonological memory and children’s second language grammar learning. Applied Psycholinguistics, 29(3), 463–87.CrossRefGoogle Scholar
Fromkin, V. (1973). Slips of the tongue. In Fromkin, V. (ed.), Speech Errors as Linguistic Evidence. The Hague: Mouton.Google Scholar
Furnham, A., and Bradley, A. (1997). Music while you work: the differential distraction of background music on the cognitive test performance of introverts and extraverts. Applied Cognitive Psychology, 11, 445–55.3.0.CO;2-R>CrossRefGoogle Scholar
Garagnani, M., Wennekers, T., and Pulvermüller, F. (2006). A neuronal model of the language cortex. Neurocomputing, 70, 1914–19.Google Scholar
Gathercole, S. E., and Alloway, T. P. (2008). Working Memory and Learning: A Practical Guide for Teachers. London: Sage Publications.Google Scholar
Gathercole, S. E., and Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: a longitudinal study. Journal of Memory and Language, 28, 200–13.CrossRefGoogle Scholar
Gathercole, S. E., and Baddeley, A. D. (1990). Phonological memory deficits in language-disordered children: is there a causal connection? Journal of Memory and Language, 29, 336–60.CrossRefGoogle Scholar
Gathercole, S. E., Pickering, S. J., Ambridge, B., and Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental Psychology, 40, 177–90.CrossRefGoogle Scholar
Gathercole, S. E., Pickering, S. J., Hall, M., and Peaker, S. (2001). Dissociable lexical and phonological influences on serial recognition and serial recall. Quarterly Journal of Experimental Psychology, 54A, 130.Google Scholar
Gergely, Z. (2007). Selection of grammatical morphemes in early bilingual development. In Lengyel, Z. and Navracsics, J. (eds.), Second Language Lexical Process (pp. 133–45). Clevedon: Multilingual Matters.Google Scholar
Gleason, J. B. (ed.) (2001). The Development of Language. Boston: Pearson, Allyn and Bacon.Google Scholar
Gluck, M., and Myers, C. (2001). Gateway to Memory: An Introduction to Neural Network Modeling of the Hippocampus in Learning and Memory. Cambridge, MA: MIT Press.Google Scholar
Green, D. W. (1986). Control, activation, and resource. Brain and Language, 27, 210–23.CrossRefGoogle ScholarPubMed
Grosjean, F., and Li, P. (2013). The Psycholinguistics of Bilingualism. Chichester: Wiley-Blackwell.Google Scholar
Hasselhorn, M. (2005). Lernpotential Arbeitsgedächtnis. Wie verändert es sich him Verlauf der menschlichen Lebensphase? [Learner potential working memory. How does it change during the course of human life spans?] In Göttingen, Akademie der Wissenchaften zu (ed.), Jahrbuch der Akademie der Wissenchaften zu Göttingen (pp. 302–07). Göttingen: Vandenhoeck and Ruprecht.Google Scholar
Hebb, D. O. (1949). The Organization of Behavior. New York: Wiley.Google Scholar
Hebb, D. O. (1961). Distinctive features of learning in the higher animal. In Delafresnaye, J. F. (ed.), Brain Mechanisms and Learning (pp. 3746). Oxford: Blackwell.Google Scholar
Herculano-Houzel, S. (2009). The human brain in numbers: a linearly scaled-up primate brain. Frontiers Human Neuroscience, 3, 31.CrossRefGoogle Scholar
Hulstijn, J. H. (2001). Intentional and incidental second-language vocabulary learning: a reappraisal of elaboration, rehearsal and automaticity. In Robinson, P. (ed.), Cognition and Second Language Instruction (pp. 258–86). Cambridge University Press.Google Scholar
Hulstijn, J. H., and Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning, 51(3), 539–58.CrossRefGoogle Scholar
Indefrey, P., and Levelt, W. J. M. (2004). The spatial and temporal signatures of word production components. Cognition, 92, 101–44.CrossRefGoogle ScholarPubMed
Ittner, L. M., Ke, Y., Delerue, F., Bi, M., Gladbach, A., van Eersel, J. Wölfing, H., Chieng, B., Christie, M., Napier, I., Eckert, A., Staufenbiel, M., Hardeman, E., and Götz, J. (2010). Dendritic function of tau mediates amyloid-beta toxicity in Alzheimer’s disease mouse models. Cell, 142(3), 387–97.CrossRefGoogle ScholarPubMed
Jacobs, B. (1988). Neurobiological differentiation of primary and secondary language acquisition. Studies in Second Language Acquisition, 10, 303–37.CrossRefGoogle Scholar
Jiang, N. (2000). Lexical representation and development in a second language. Applied Linguistics, 21(1), 4777.CrossRefGoogle Scholar
Jones, L. C., and Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. Modern Language Journal, 86(4), 546–61.CrossRefGoogle Scholar
Jones, R. L., and Tschirner, E. (2006). A Frequency Dictionary of German. London: Routledge.Google Scholar
Kandel, E. R. (2006). In Search of Memory. The Emergence of a New Science of Mind. New York: W. W. Norton & Co.Google Scholar
Kim, D., and Gilman, D. (2008). Effects of text, audio, and graphic aids in multimedia instruction for vocabulary learning. Educational Technology and Society, 11(3), 114–26.Google Scholar
Kim, K. H., Relkin, N. R., Lee, K.-M., and Hirsch, J. (1997). Distinct cortical areas associated with native and second languages. Nature, 388, 171–74.CrossRefGoogle ScholarPubMed
Koenigs, M., Acheson, D., Barbey, A., Solomon, J., Postle, B., and Grafman, J. (2011). Areas of left perisylvian cortex mediate auditory-verbal short-term memory. Neuropsychologia, 49, 3612–19.CrossRefGoogle ScholarPubMed
Kornell, N., and Bjork, R. A. (2010). Optimising self-regulated study: the benefits – and costs – of dropping flashcards. Memory, 16(2), 125–36.Google Scholar
Korte, M. (2009). Wie Kinder heute lernen. [How Children Learn Today.] Munich: Deutsche Verlags-Anstalt.Google Scholar
Krebs, E. G., DeLange, R. J., Kemp, R. G., and Riley, W. D. (1966). Activation of skeletal muscle phosphorylase. Pharmacology Review, 18, 163–71.Google ScholarPubMed
Kroll, J. F., and Dijkstra, T. (2010). The bilingual lexicon. In Kaplan, R. B. (ed.), The Oxford Handbook of Applied Linguistics (pp. 349–72). Oxford University Press.Google Scholar
Kroll, J., Michael, E., Tokowicz, N., and Dufour, R. (2002). The development of lexical fluency in a second language. Second Language Research, 18, 137–71.CrossRefGoogle Scholar
Kroll, J., and Stewart, E. (1994). Category interference in translation and picture naming: evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language, 33, 149–74.CrossRefGoogle Scholar
Kupfermann, I. and Kandel, E. R. (1969) Neuronal controls of behavioral response mediated by the abdominal ganglion of Aplysia. Science, 164, 847–50.CrossRefGoogle ScholarPubMed
Landauer, T., and Bjork, R. (1978). Optimal rehearsal patterns and name learning. In Grüneberg, M., Morris, P., and Sykes, R. (eds.), Practical Aspects of Memory (pp. 625–32). London: Academic Press.Google Scholar
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141–65.CrossRefGoogle Scholar
Larsen-Freeman, D., and Cameron, L. (2008). Complex Systems and Applied Linguistics. Oxford University Press.Google Scholar
Laufer, B. (1997). What’s in a word that makes it hard or easy: some intralexical factors that affect the learning of words. In Schmitt, N. and McCarthy, M. (eds.), Vocabulary. Description, Acquisition, and Pedagogy (pp. 140–55). Cambridge University Press.Google Scholar
Leitner, S. (1972). So lernt man Lernen: Der Weg zum Erfolg. [Learning to Learn: The Road to Success.] Freiburg: Herder.Google Scholar
Lenneberg, E. (1967). Biological Foundations of Language. New York: Wiley and Sons.CrossRefGoogle Scholar
Levelt, W. J. M. (1989). Speaking: From Intention to Articulation. Cambridge, MA: MIT Press.Google Scholar
Levelt, W. J. M. (1992). Accessing words in speech production: stages, processes and representations. Cognition, 42, 122.CrossRefGoogle ScholarPubMed
Levelt, W. J. M., Roelofs, A., and Meyer, A. S. (1999). A theory of lexical access in speech production. Behavioral and Brain Sciences, 22, 175.CrossRefGoogle ScholarPubMed
Levitin, D. J. (2008). The World in Six Songs: How the Musical Brain Created Human Nature. Toronto: Penguin Canada.Google Scholar
Logan, J. M., and Balota, D. A. (2008). Expanded vs. equal interval spaced retrieval practice: exploring different schedules of spacing and retention interval in younger and older adults. Aging, Neuropsychology, and Cognition, 15(3), 257–80.CrossRefGoogle Scholar
Logie, R. H., Cocchini, G., Della Sala, S., and Baddeley, A. (2004). Is there a specific capacity for dual-task co-ordination? Evidence from Alzheimer’s disease. Neuropsychology, 18, 504–13.CrossRefGoogle Scholar
López-Jiménez, M. D. (2010). The treatment of lexical aspects in commercial textbooks for L2 teaching and learning. In Chacón-Beltrán, R., Abello-Contesse, C., and del Mar Torreblance-López, M. (eds.), Insights into Non-native Vocabulary Teaching and Learning (pp. 156–74). Bristol: Multilingual Matters.Google Scholar
Mackey, A., Adams, R., Stafford, C., and Winke, P. (2010). Exploring the relationship between modified output and working memory capacity. Language Learning, 60(3), 501–33.CrossRefGoogle Scholar
Meara, P. (1984). The study of lexis in interlanguage. In Daves, A., Criper, C., and Howatt, A. (eds.), Interlanguage (pp. 225–39). Edinburgh University Press.Google Scholar
Meara, P. (2009). Connected Words: Word Associations and Second Language Vocabulary Acquisition. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Merriënboer, J. J. G., and Sweller, J. (2005). Cognitive load theory and complex learning: recent developments and future directions. Educational Psychology Review, 17(2), 147–77.Google Scholar
Miller, P. (2002). Theories of Developmental Psychology, 4th ed. New York: Worth Publishers.Google Scholar
Milner, B., Squire, L. R., and Kandel, E. R. (1998). Cognitive neuroscience and the study of memory. Neuron, 20(3), 445–68.CrossRefGoogle Scholar
Milton, J. (2009). Measuring Second Language Vocabulary Acquisition. Bristol: Multilingual Matters.CrossRefGoogle Scholar
Milton, J., Jonsen, S., Hirst, S., and Lindenburn, S. (2012). Foreign language vocabulary development through activities in an online 3D environment. Language Learning Journal, 40(1), 99112.CrossRefGoogle Scholar
Molnár, H. (2010). Der Einfluss des Faktors Alter auf die Aussprachekompetenz in der L2: Ergebnisse einer Pilotstudie mit DaZ-Lernern. [The influence of the factor age on the competence of pronounciation in L2: results of a pilot study with DaZ-learners.] Zeitschrift für Interkulturellen Fremdsprachenunterricht, 15(1), 19. Available at http://tujournals.ulb.tu-darmstadt.de/index.php/zif/indexGoogle Scholar
Mondria, J., and Mondria-De Vries, S. (1994). Efficiently memorizing words with the help of word cards and “hand computer”: theory and applications. System, 22(1), 4757.CrossRefGoogle Scholar
Mueller, S. T., Seymour, T. L., Kieras, D. E., and Meyer, D. E. (2003). Theoretical implications of articulatory duration, phonological similarity, and phonological complexity in verbal working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(6), 1353–80.Google ScholarPubMed
Müller, N., and Knight, R. (2006). The functional neuroanatomy of working memory contributions of human brain lesion studies. Neuroscience, 139, 5158.CrossRefGoogle ScholarPubMed
Murray, D. J. (1968). Articulation and acoustic confusability in short-term memory. Journal of Experimental Psychology, 78, 679–84.CrossRefGoogle Scholar
Muzur, A., Pace-Schott, E. F., and Hobson, J. A. (2002). The prefrontal cortex in sleep. Trends in Cognitive Science, 6(11), 475–81.CrossRefGoogle ScholarPubMed
Myers-Scotton, C. (2003). Code-switching: evidence for both flexibility and rigidity in language. In Dewaele, J.-M., Housen, A., and Wei, Li (eds.), Bilingualism: Beyond Basic Principles (pp. 189203). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Myers-Scotton, C., and Jake, J. (2000). Four types of morpheme: evidence from aphasia, code switching, and second language acquisition. Linguistics, 38, 1053–100.CrossRefGoogle Scholar
Nagy, N. (1997). Modeling contact-induced language change. University of Pennsylvania Working Papers in Linguistics, 25(4), 399418.Google Scholar
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.CrossRefGoogle Scholar
Nation, I. S. P. (2009). Teaching Vocabulary: Strategies and Techniques. Boston: Heinle.Google Scholar
Neary-Sundquist, C. (2015). Aspects of vocabulary knowledge in German textbooks. Foreign Language Annals, 48(1), 6881.CrossRefGoogle Scholar
Neville, H. J., Mills, D. M., and Lawson, D. S. (1992). Fractionating language: different neural subsystems with different sensitive periods. Cerebral Cortex, 2(3), 244–58.CrossRefGoogle ScholarPubMed
O’Connor, M., Butters, N., and Miliotis, P. (1992). The dissociation of anterograde and retrograde amnesia in a patient with herpes encephalitis. Journal of Clinical and Experimental Neuropsychology, 14, 159–78.Google Scholar
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle.Google Scholar
Oxford, R. L. (2003). Language learning styles and strategies: concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41, 271–78.CrossRefGoogle Scholar
Page, M. P. A. and Norris, D. (1998). The primacy model: a new model of immediate serial recall. Psychological Review, 105, 761–81.CrossRefGoogle Scholar
Papagno, C., Valentine, T., and Baddeley, A. D. (1991). Phonological short-term memory and foreign-language vocabulary learning. Journal of Memory and Language, 30, 331–47.CrossRefGoogle Scholar
Papagno, C., and Vallar, G. (1992). Verbal short-term memory and the learning of novel words: the effects of phonological similarity and item length. Quarterly Journal of Experimental Psychology, 44A, 4767.CrossRefGoogle Scholar
Paradis, M. (1994). Neurolinguistic aspects of implicit and explicit memory: implications for bilingualism and SLA. In Ellis, N. (ed.), Implicit and Explicit Learning of Languages (pp. 393419). London: Academic Press.Google Scholar
Pavlenko, A. (2009). Conceptual representation in the bilingual lexicon and second language vocabulary learning. In Pavlenko, A. (ed.), The Bilingual Mental Lexicon. Interdisciplinary Approaches (pp. 125–60). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Petersen, S. E., Fox, P. T., Posner, M. I., Mintun, M., and Raichle, M. E. (1989). Positron emission tomographic studies of the processing of single words. Journal of Cognitive Neuroscience, 1(2), 153–70.CrossRefGoogle Scholar
Piaget, J. (1955). The Construction of Reality in the Child. New York: Basic Books.Google Scholar
Piaget, J. (1962). The Language and Thought of the Child. London: Routledge.Google Scholar
Pickering, S. J., and Gathercole, S. E. (2001). The Working Memory Test Battery for Children. Oxford: Psychological Corporation.Google Scholar
Pimsleur, P. (1967). A memory schedule. Modern Language Journal, 51, 7375.CrossRefGoogle Scholar
Pollock, E., Chandler, P., and Sweller, J. (2002). Assimilating complex information. Learning and Instruction, 12, 6186.CrossRefGoogle Scholar
Port, R. (2007). How are words stored in memory? Beyond phones and phonemes. New Ideas in Psychology, 25, 143–70.CrossRefGoogle Scholar
Postle, B. R. (2006). Working memory as an emergent property of the mind and brain. Neuroscience, 139, 2338.CrossRefGoogle ScholarPubMed
Pulvermüller, F. (1996). Hebb’s concept of cell assemblies and the psychophysiology of word processing. Psychophysiology, 33, 317–33.CrossRefGoogle ScholarPubMed
Pulvermüller, F. (1999). Words in the brain’s language. Behavioral and Brain Sciences, 22, 253–79.Google ScholarPubMed
Pulvermüller, F. (2000). Cell assemblies, axonal conduction times, and the interpretation of high-frequency dynamics in the EEG and MEG. In Miller, R. (ed.), Time and the Brain (pp. 241–49). Newark, NJ: Harwood Academic.Google Scholar
Pulvermüller, F., Shtyrov, Y. Ilmoniemi, R., and Marslen-Wilson, W. (2006). Tracking speech comprehension in space and time. NeuroImage, 31, 1297–305.CrossRefGoogle ScholarPubMed
Raichle, M. (2010). Two views of brain function. Trends in Cognitive Science, 14(4), 180–90.CrossRefGoogle ScholarPubMed
Raichle, M. (2011). The restless brain. Brain Connectivity, 1, 312.CrossRefGoogle ScholarPubMed
Raichle, M., MacLeod, A. M., Snyder, A., Powers, W., Gusnard, D., and Shulman, G. (2001). A default mode of brain function. Proceedings of the National Academy of Science, 98(2), 676–82.CrossRefGoogle ScholarPubMed
Richmond, J. and Nelson, C. A. (2007). Accounting for change in declarative memory: a cognitive neuroscience perspective. Developmental Review, 27, 349–73.CrossRefGoogle ScholarPubMed
Rimrott, A. (2010). Computer-assisted vocabulary learning: multimedia annotations, word concreteness, and individualized instruction. Ph.D. thesis dissertation, Simon Fraser University. Available at http://summit.sfu.ca/item/11876.Google Scholar
Robinson, P. (2003). Attention and memory during SLA. In Doughty, C. J. and Long, M. H. (eds.), The Handbook of Second Language Acquisition (pp. 631–78). Oxford: Blackwell.Google Scholar
Robinson, B., and Mervis, C. (1998). Disentangling early language development: modeling lexical and grammatical acquisition using and extension of case-study methodology. Developmental Psychology, 34, 363–75.CrossRefGoogle ScholarPubMed
Roediger, H. L., and Karpicke, J. D. (2010). Intricacies of spaced retrieval: a resolution. In Benjamin, A. S. (ed.), Successful Remembering and Successful Forgetting: Essays in Honor of Robert A. Bjork (pp. 136). New York: Psychology Press.Google Scholar
Rolke, B., Heil, M., Streb, J., and Henninghausen, E. (2001). Missed prime words within the attentional blink evoke an N400 semantic priming effect. Psychophysiology, 38, 165–74.CrossRefGoogle ScholarPubMed
Rothbart, M. K., and Posner, M. I. (2005). Genes and experience in the development of executive attention and effortful control. In Jensen, L. A. and Larson, R. W.(eds.), New Horizons in Developmental Theory and Research (pp. 101–08). San Francisco: Jossey-Bass.Google Scholar
Routtenberg, A., and Rekart, J. L. (2005). Post-translational protein modification as the substrate for long-lasting memory. Trends in Neurosciences, 28(1), 1219.CrossRefGoogle ScholarPubMed
Schacter, D. L., Rich, S. A., and Stampp, M. S. (1985). Remediation of memory disorders: experimental evaluation of the spaced-retrieval technique. Journal of Clinical and Experimental Neuropsychology, 7(1), 7996.CrossRefGoogle ScholarPubMed
Scheibel, A. B. (1992). Structural changes in the aging brain. In Birren, J. E., Sloane, R. B., and Cohen, G. (eds.), Handbook of Mental Health and Aging (pp. 147–73). New York: Academic Press.Google Scholar
Schmidt, R. (1995). Consciousness and foreign language learning: a tutorial on the role of attention and awareness in learning. In Schmidt, R. (ed.). Attention and Awareness in Foreign Language Learning (pp. 164). Honolulu: University of Hawai’i Press.Google Scholar
Schmidt, R. (2001). Attention. In Robinson, P. (ed.), Cognition and Second Language Instruction (pp. 332). Cambridge University Press.CrossRefGoogle Scholar
Schmitt, N. (2010a). Key issues in teaching and learning vocabulary. In Chacón-Beltrán, R., Abello-Contesse, C., and del Mar Torreblance-López, M. (eds.), Insights into Non-native Vocabulary Teaching and Learning (pp. 2840). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Schmitt, N. (2010b). Researching Vocabulary. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Schütze, U. (2015). Spacing techniques in second language vocabulary acquisition: short-term gains vs. long-term memory. Language Teaching Research, 19(1), 2842.CrossRefGoogle Scholar
Schütze, U., and Weimer-Stuckmann, G. (2010). Virtual vocabulary: research and learning in lexical processing. CALICO Journal, 27, 517–28.CrossRefGoogle Scholar
Schuetze, U., and Weimer-Stuckmann, G. (2011). Retention in SLA processing. CALICO Journal, 28, 460–72.CrossRefGoogle Scholar
Service, L. (1992) Phonology, working memory, and foreign-language learning. Quarterly Journal of Experimental Psychology, 45A, 2150.CrossRefGoogle ScholarPubMed
Shallice, T. and Warrington, E. K. (1970). Independent functioning of verbal memory stores: a neuropsychological study. Quarterly Journal of Experimental Psychology, 22, 261–73.CrossRefGoogle ScholarPubMed
Singer, W. (2006). Vom Gehirn zum Bewußtsein. [From Mind to Consciousness.] Frankfurt am Main: Suhrkamp.Google Scholar
Singleton, D. (1995). Introduction: a critical look at the Critical Period Hypothesis in second language acquisition research. In Singleton, D. and Lengyel, Z. (eds.), The Age Factor in Second Language Acquisition: A Critical Look at the Critical Period Hypothesis (pp. 129). Clevedon: Multilingual Matters.CrossRefGoogle Scholar
Singleton, D. (2007). The Critical Period Hypothesis: some problems. Interlingüística, 17, 4856.Google Scholar
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press.Google Scholar
Skehan, P. (2009a). Modeling second language performance: integrating complexity, accuracy, fluency, and lexis. Applied Linguistics 30, 510–32.CrossRefGoogle Scholar
Skehan, P. (2009b). Lexical performance by native and non-native speakers on language learning tasks. In Richards, B., Daller, H. M., Malvern, D., Meara, P., Milton, J., and Treffers-Daller, J. (eds), Vocabulary Studies in First and Second Language Acquisition: The Interface between Theory and Application (pp. 107–24). Basingstoke: Palgrave Macmillan.Google Scholar
Skehan, P. (2012). Researching Tasks: Performance, Assessment, Pedagogy. Shanghai: Shanghai Foreign Language Education Press/Amsterdam: De Gruyter.Google Scholar
Skehan, P., and Foster, P. (1997). Task type and processing conditions as influences on foreign language performance. Language Teaching Research, 1(3), 185211.CrossRefGoogle Scholar
Skehan, P., and Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49(1), 93120.CrossRefGoogle Scholar
Skehan, P., and Foster, P. (2001). Cognition and tasks. In P. Robinson (ed.), Cognition and Second Language Learning (pp. 183205). New York: Cambridge University Press.Google Scholar
Sokoloff, L., Wechsler, R. L., Mangold, R., Balls, K., and Kety, S. S. (1953). Cerebral blood flow and oxygen consumption in hyperthyroidism before and after treatment. Journal of Clinical Investigation, 32, 202–08.CrossRefGoogle ScholarPubMed
Speciale, G., Ellis, N., and Bywater, T. (2004). Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition. Applied Psycholinguistics, 25(2), 293321.CrossRefGoogle Scholar
Spencer, J. P., Clearfield, M., Corbetta, D., Ulrich, B., Buchanan, P., and Schöner, G. (2006). Moving toward a grand theory of development: in memory of Esther Thelen. Child Development, 77, 1521–38.CrossRefGoogle Scholar
Spivey, M. (2008). The Continuity of Mind. Oxford University Press.Google Scholar
Stemmer, B. (2010). A cognitive neuroscience perspective on learning and memory in aging. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 15(1), 725. Available at http://zif.spz.tu-darmstadt.de/Google Scholar
Szagun, G. (1996). Sprachentwicklung beim Kind, 6th ed. Weinheim: Beltz.Google Scholar
Tager-Flusberg, H. (2001). Putting words together. In Gleason, J. B. (ed.), The Development of Language (pp. 148–90). Boston: Pearson, Allyn and Bacon.Google Scholar
Thelen, E. (2005). Dynamic systems theory and the complexity of change. Psychoanalytic Dialogues, 15, 255–83.CrossRefGoogle Scholar
Thomas, R. M. (2001). Connectionism and dynamic systems. In Recent Theories of Human Development. Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
Tranel, D., and Damasio, A. R. (2002). Neurobiological foundations of human memory. In Baddeley, A. D., Koppelman, M. D., and Wilson, B. A. (eds.), Handbook of Memory Disorders (2nd ed., pp. 1756). Chichester: Wiley.Google Scholar
Tranel, D., Damasio, H., and Damasio, A. R. (2000). Amnesia caused by herpes simplex encephalitis, infarctions in basal forebrain, and anoxia/ischemia. In Boller, F. and Grafman, J. (eds.), Handbook of Neuropsychology (2nd ed., pp. 85110). Amsterdam: Elsevier Science.Google Scholar
Trojano, L, Stanzione, M., and Grossi, D. (1992). Short-term memory and verbal learning with auditory phonological coding defect: a neuropsychological case study. Brain & Cognition, 18, 1233.CrossRefGoogle ScholarPubMed
Tschichold, C. (2012). French vocabulary in Encore Tricolore: do pupils have a chance? Language Learning Journal, 40(1), 719.CrossRefGoogle Scholar
Turvey, M. T., Brick, P., and Osborne, J. (1970). Proactive interference in short-term memory as a function of prior-item retention interval. Quarterly Journal of Experimental Psychology, 22, 142–47.CrossRefGoogle Scholar
Vallar, G., and Baddeley, A. D. (1984). Fractionation of working memory: neuropsychological evidence for a phonological short-term store. Journal of Verbal Learning and Verbal Behaviour, 23, 151–61.CrossRefGoogle Scholar
Vallar, G., and Papagno, C. (1993). Preserved vocabulary acquisition in Down’s syndrome: the role of phonological short-term memory. Cortex, 29, 467–83.CrossRefGoogle ScholarPubMed
Vallar, G., and Papagno, C. (2002). Neuropsychological impairments of verbal short-term memory. In Baddeley, A. D., Kopelman, M. D., and Wilson, B. A. (eds.), Handbook of Memory Disorders (2nd ed., pp. 249–70). Chichester: Wiley.Google Scholar
van Geert, P. (1991). A dynamic systems theory model of cognitive and language growth. Psychological Review, 98, 353.CrossRefGoogle Scholar
van Geert, P. (2008). The dynamic systems approach in the study of L1 and L2 acquisition: an introduction. Modern Language Journal, 92(2), 179–99.CrossRefGoogle Scholar
Wagner, A., Maril, A., and Schacter, D. (2000). Interactions between forms of memory: when priming hinders new learning. Journal of Cognitive Neuroscience, 12, 5260.CrossRefGoogle Scholar
Wagner, A., Schacter, D., Rotte, M., Koutstaal, W., Maril, A., Dale, A., Rosen, B., and Buckner, R. (1998). Building memories: remembering and forgetting of verbal experiences as predicted by brain activity. Science, 281, 1188–91.CrossRefGoogle ScholarPubMed
Wartenburger, I., Heekeren, H. R., Abutalebi, J., Cappa, S. F., Villringer, A., and Perani, D. (2003). Early setting of grammatical processing in the bilingual brain. Neuron, 37, 159–70.CrossRefGoogle ScholarPubMed
Webb, S. (2005). Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition, 27, 3352.CrossRefGoogle Scholar
Wilhelm, I., Diekelmann, S., Molzow, I., Ayoub, A., Mölle, M., and Born, J. (2011). Sleep selectively enhances memory expected to be of future relevance. Journal of Neuroscience, 31(5), 1563–69.CrossRefGoogle ScholarPubMed
Willms, J., Shapiro, K., Peelen, M., Pajtas, P., Costa, A., Moo, L., and Caramazza, A. (2011). Language-invariant verb processing regions in Spanish-English bilinguals. Neuroimage, 57(1), 251–61.CrossRefGoogle ScholarPubMed
Wilson, B. A., Baddeley, A., Evans, J., and Shiel, A. (1994). Errorless learning in the rehabilitation of memory impaired people. Neuropsychological Rehabilitation, 4, 307–26.CrossRefGoogle Scholar
Wong, W., and Pyun, D. O. (2012). The effects of sentence writing on second language French and Korean lexical retention. Canadian Modern Language Review, 68(2), 164–89.CrossRefGoogle Scholar
Zimmerman, C. B. (2009). Word Knowledge: A Vocabulary Teacher’s Handbook. Oxford University Press.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • Bibliography
  • Ulf Schütze, University of Victoria, British Columbia
  • Book: Language Learning and the Brain
  • Online publication: 10 November 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316665619.012
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • Bibliography
  • Ulf Schütze, University of Victoria, British Columbia
  • Book: Language Learning and the Brain
  • Online publication: 10 November 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316665619.012
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • Bibliography
  • Ulf Schütze, University of Victoria, British Columbia
  • Book: Language Learning and the Brain
  • Online publication: 10 November 2016
  • Chapter DOI: https://doi.org/10.1017/CBO9781316665619.012
Available formats
×