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Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?

Roehr-Brackin, Karen, Gánem-Gutiérrez, Gabriela Adela, Olivera-Smith, Lexa, Torres-Marín, María Teresa·2021·Language Awareness
DOI 10.1080/09658416.2021.1969404
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  • Other studies with experienced advanced learners found no effect of phonological working memory on vocabulary and grammar knowledge and no association between executive working memory and knowledge of a high-difficulty grammatical structure.

    “whereas other studies with experienced learners at advanced levels found no effect of PWM on vocabulary and grammar knowledge (Linck & Weiss, 2011) and no association between EWM and knowledge of a grammatical structure of high learning difficulty (Roehr-Brackin et al., 2021).”

    From Aptitude for Explicit and Implicit Learning (2024) · cites this paper as Roehr-Brackin et al., 2021

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Metadata

Authors
Roehr-Brackin, K., Gánem-Gutiérrez, G. A., Olivera-Smith, L., & Torres-Marín, M. T.
Affiliations
Department of Language and Linguistics, University of Essex, Colchester, UK
ORCID
Roehr-Brackin, Karen
Venue
Language Awareness
Publisher
Informa UK Limited
Published
2021-09-09
Volume
30
Issue
4
Pages
391-412
ISSN
  • 0965-8416
  • 1747-7565
DOI
10.1080/09658416.2021.1969404
Cited by
9
References
2
Language
en
Licence
creativecommons.org/licenses/by-nc-nd/4.0/ (vor)

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