CoChat
Sign Up
Cited by 39

The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.

Individual Differences, Aptitude Complexes, SLA Processes, and Aptitude Test Development

Robinson, Peter·2012·Second Language Learning and Teaching
DOI 10.1007/978-3-642-20850-8_4
Open this paper in CoChat — free account

Overview

Integrity signals

Registry

Crossref · 10.1007/978-3-642-20850-8_4

Cites

8 of 8 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Robinson's conception emphasizes dynamic interactions between learner ability factors and inherent task characteristics, with aptitude-treatment interactions taking place at all levels and influencing task performance and real-world performance.

    “Robinson's theoretical conception of FL aptitude differs from previous models with its most articulate emphasis on the DYNAMIC interactions between learner ability factors (either of lowerlevel core cognitive abilities or higher-level aptitude complexes) and the inherent task characteristics (or 'task complexity' in his own terms, Robinson 2005Robinson , 2007Robinson , 2012)).Such aptitude”

    From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Robinson 2012

  • Robinson's Aptitude Complexes/Ability Differential framework incorporates two closely interlocking hypotheses: the Aptitude Complexes Hypothesis and the Ability Differentiation Hypothesis.

    “Robinson's (2005Robinson's ( , 2007Robinson's ( , 2012) ) 'Aptitude Complexes/Ability Differential' framework.As its name clearly denotes, there are two closely interlocking hypotheses incorporated in the framework.”

    From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Robinson 2012

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 67

  1. Anderson, M. 1992. Intelligence and development: A cognitive theory. Oxford: Blackwell.
  2. Baddeley, A. 2007. Working memory thought, and action. Oxford: Oxford University Press. · DOI · Paper page
  3. Baddeley, A., M. Conway, and J. Aggelton, eds. 2002. Episodic memory: New directions for research. Oxford: Oxford University Press. · DOI
  4. Bowers, J., and C. Marsolek, eds. 2003. Rethinking implicit memory. Oxford: Oxford University Press. · DOI
  5. Conway, A., C. Jarrold, M. Kane, A. Miyake, and J. Towse, eds. 2007. Variation in working memory. Oxford: Oxford University Press. · DOI
  6. Corno, L., L.J. Cronbach, H. Kupermintz, D.F. Lohman, E.B. Mandinach, A.W. Porteus, and J.E. Talbert. 2002. Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah: Lawrence Erlbaum. · DOI
  7. Daneman, M., and P.A. Carpenter. 1980. Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behaviour 19: 450–466. · DOI · Paper page
  8. De Bot, K., R.B. Ginsberg, and C. Kramsch, eds. 1991. Foreign language research in cross-cultural perspective. Amsterdam: Benjamins. · DOI
  9. Deary, I., V. Egan, G. Gibson, E. Austin, R. Brand, and T. Kellaghan. 1996. Intelligence and the differentiation hypothesis. Intelligence 23: 105–132. · DOI
  10. DeKeyser, R.M. 1995. Learning second language grammar rules: An experiment with a miniature linguistic system. Studies in Second Language Acquisition 17: 379–410. · DOI
  11. DeKeyser, R.M. 1997. Beyond explicit rule learning: Automatizing second language syntax. Studies in Second Language Acquisition 19: 195–221. · DOI · Paper page
  12. DeKeyser, R.M., ed. 2007. Practice and second language learning: Perspectives from applied linguistics and cognitive psychology. New York: Cambridge University Press. · DOI
  13. Doughty, C.J. 2001. Cognitive underpinnings of focus on form. In ed. P. Robinson, 206–257. · DOI · Paper page
  14. Doughty, C.J., and M.H. Long, eds. 2003. The handbook of second language acquisition. Oxford: Blackwell. · DOI
  15. Doughty, C.J., and J. Williams, eds. 1998b. Focus on form in classroom second language acquisition. New York: Cambridge University Press.
  16. Feuerstein, R. 1979. The dynamic assessment of retarded performers: The learning potential assessment device: Theory instruments, and techniques. Baltimore: University Park Press.
  17. Fletcher, P., and B. MacWhinney, eds. 1995. The handbook of child language. Oxford: Blackwell.
  18. Ganschow, L., and R.L. Sparks. 1993. Foreign language learning disabilities: Issues, research, and teaching implications. In eds. S.A. Vogel, and P.B. Adelman, 282–317. · DOI
  19. Glaser, R., ed. 1962. Training research and education. New York: Wiley.
  20. Grigorenko, E.L. 2002. Language-based learning disabilities. In ed. P. Robinson, 95–113. · DOI
  21. Grigorenko, E.L., R.J. Sternberg, and M. Ehrman. 2000. A theory-based approach to the measurement of foreign language aptitude: The CANAL-F theory and test. Modern Language Journal 84: 390–405. · DOI
  22. Guthke, J. 1992. Learning tests: The concept, main research findings, problems and trends. Learning and Individual Differences 4: 137–151. · DOI
  23. Harley, B., and D. Hart. 1997. Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition 19: 379–400. · DOI
  24. Harley, B., and D. Hart. 2002. Age, aptitude, and second language learning on a bilingual exchange. In ed. P. Robinson, 301–330. · DOI
  25. Harrington, M. 2001. Sentence processing. In ed. P. Robinson, 91–124. · DOI
  26. Hulstijn, J.H. 2001. Intentional and incidental second language vocabulary learning: A reappraisal of elaboration, rehearsal and automaticity. In ed. P. Robinson, 258–286. · DOI · Paper page
  27. Hulstijn, J.H., and R.M. DeKeyser, eds. 1997. Second language acquisition research in the laboratory: Special Issue. Studies in Second Language Acquisition 19. · DOI
  28. Kinoshita, S., and S. Lupker, eds. 2003. Masked priming: The state of the art. Hove: Psychology Press. · DOI
  29. Knorr, E., and A. Neubauer. 1996. Speed of information processing in an inductive reasoning task and its relationship to psychometric intelligence. Personality and Individual Differences 20: 653–660. · DOI
  30. Lidz, C.S., ed. 1987. Dynamic assessment: An interactional approach to evaluating learning potential. New York: Guilford Press.
  31. Lightbown, P., and N. Spada. 1999. How languages are learned. Oxford: Oxford University Press.
  32. Logan, G.D. 1988. Towards an instance theory of automatization. Psychological Review 95: 492–527. · DOI · Paper page
  33. Mackey, A., J. Philp, T. Egi, A. Fujii, and T. Tatsumi. 2002. Individual differences in working memory, noticing of interactional feedback and L2 development. In ed. P. Robinson, 181–210. · DOI
  34. MacWhinney, B. 2001. The competition model: The input, the context, and the brain. In ed. P. Robinson, 69–90. · DOI
  35. Merickle, P.M., and E.M. Reingold. 1991. Comparing direct (explicit) and indirect (implicit) measures to study unconscious memory. Journal of Experimental Psychology: Learning, Memory and Cognition 17: 224–233.
  36. Monsell, S. 2003. Task switching. Trends in Cognitive Sciences 7: 134–140. · DOI · Paper page
  37. Muranoi, H. 2000. Focus on form through interaction enhancement: Integrating formal instruction into a communicative task in EFL classrooms. Language Learning 50: 617–673. · DOI
  38. Petersen, C., and A. Al Haik. 1976. The development of the defense language aptitude battery. Educational and Psychological Measurement 36: 369–380. · DOI
  39. Reber, A.S. 1993. Implicit learning and tacit knowledge: An essay on the cognitive unconscious. Oxford: Clarendon Press.
  40. Robinson, P. 1995a. Attention, memory and the ‘noticing’ hypothesis. Language Learning 45: 283–331. · DOI · Paper page
  41. Robinson, P. 1996a. Learning simple and complex second language rules under implicit, incidental, rule-search and instructed conditions. Studies in Second Language Acquisition 18: 27–67. · DOI · Paper page
  42. Robinson, P. 1997a. Individual differences and the fundamental similarity of implicit and explicit adult second language learning. Language Learning 47: 45–99. · DOI
  43. Robinson, P. 1997b. Automaticity and generalizability of second language learning under implicit, incidental, enhanced and rule-search conditions. Studies in Second Language Acquisition 19: 223–247. · DOI
  44. Robinson, P. 2001a. Individual differences, cognitive abilities, aptitude complexes, and learning conditions in SLA. Second Language Research 17: 268–392. · DOI · Paper page
  45. Robinson, P., ed. 2001b. Cognition and second language instruction. Cambridge: Cambridge University Press.
  46. Robinson, P. 2002a. Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy. In ed. P. Robinson, 113–133. · DOI
  47. Robinson, P. 2002b. Individual differences in intelligence, aptitude and working memory during adult incidental second language learning: A replication and extension of Reber, Walkenfield and Hernstadt (1991). In ed. P. Robinson, 211–266. · DOI
  48. Robinson, P., ed. 2002c. Individual differences and instructed language learning. Amsterdam, Philadelphia: Benjamins. · DOI
  49. Robinson, P. 2003. Attention and memory in SLA. In eds. C.J. Doughty, and M.H. Long, 631–679. · DOI · Paper page
  50. Robinson, P. 2005a. Aptitude and second language acquisition. Annual Review of Applied Linguistics 25: 46–73. · DOI · Paper page
  51. Robinson, P. 2005b. Cognitive abilities, chunk-strength and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA. Studies in Second Language Acquisition 27: 235–268. · DOI
  52. Robinson, P. 2007. Aptitude, abilities, contexts and practice. In ed. R.M. DeKeyser, 256–287. · DOI · Paper page
  53. Robinson, P., and N.C. Ellis, eds. 2008. The handbook of cognitive linguistics and second language acquisition. New York/London: Routledge. · DOI
  54. Robinson, P., and M. Ha. 1993. Instance theory and second language rule learning under explicit conditions. Studies in Second Language Acquisition 15: 413–438. · DOI
  55. Schmidt, R., ed. 1995. Attention and awareness in foreign language learning. Honolulu: University of Hawai’i Press.
  56. Shavelson, R.J., et al. 2002. Richard Snow’s remaking of the concept of aptitude and multidimensional test validity: Introduction to the special issue. Educational Assessment 8: 77–99. · DOI
  57. Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press. · DOI
  58. Skehan, P. 2002. Theorising and updating aptitude. In ed. P. Robinson, 69–94. · DOI · Paper page
  59. Sternberg, R.J. 1985. Beyond IQ: a triarchic theory of human intelligence. New York: Cambridge University Press.
  60. Sternberg, R.J. 2002. The theory of successful intelligence and its implications for language aptitude testing. In ed. P. Robinson, 13–44. · DOI
  61. Sternberg, R.J., and E.L. Grigorenko. 2000. Dynamic testing: The nature and measurement of learning potential. New York: Cambridge University Press.
  62. Sternberg, R.J., and R.K. Wagner, eds. 1994. Mind in context: Interactionist perspectives on human intelligence. New York: Cambridge University Press.
  63. Tomasello, M. 2003. Constructing a language: A usage-based theory of language acquisition. Boston: Harvard University Press.
  64. Tomlin, R., and V. Villa. 1994. Attention in cognitive science and second language acquisition. Studies in Second Language Acquisition 15: 183–203. · DOI
  65. VanPatten, B., ed. 2004. Processing instruction: Theory, research and commentary. Mahwah: Lawrence Erlbaum. · DOI
  66. Vogel, S.A., and P.B. Adelman, eds. 1993. Success for college students with learning disabilities. New York: Springer-Verlag. · DOI
  67. Williams, J.N., and P. Lovatt. 2003. Phonological memory and rule learning. Language Learning 53: 67–121. · DOI · Paper page

Cited by

Sorted by citations

Metadata

Authors
Robinson, P.
Venue
Second Language Learning and Teaching
Publisher
Springer Berlin Heidelberg
Published
2012
Pages
57-75
ISSN
  • 2193-7648
  • 2193-7656
DOI
10.1007/978-3-642-20850-8_4
Cited by
39
References
8
Language
en
Licence

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review