Search: WFRF:(Nelson Keith E. 1943 )
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Working Memory, Pro...
Working Memory, Processing Speed, and Executive Memory. Contributions to Computer-Assisted Second Language Learning :
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- Nelson, Keith E, 1943- (author)
- Pennsylvania State University, United States
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- Barlieb, Aran (author)
- Pennsylvania State University, United States
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- Khan, Kiren (author)
- Pennsylvania State University, United States
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- Vance Trup, Elisabeth M (author)
- Pennsylvania State University, United States
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- Heimann, Mikael, 1951- (author)
- Linköpings universitet,Psykologi,Filosofiska fakulteten,Utvecklingspsykologi och IHV
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- Tjus, Tomas, 1954- (author)
- Psykologiska institutionen, Göteborgs universitet
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- Rudner, Mary (author)
- Linköpings universitet,Handikappvetenskap,Filosofiska fakulteten
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- Rönnberg, Jerker (author)
- Linköpings universitet,Institutet för handikappvetenskap (IHV),Handikappvetenskap,Filosofiska fakulteten
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(creator_code:org_t)
- Anadolu University, Turkey, 2012
- 2012
- English.
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In: Contemporary Educational Technology. - Anadolu University, Turkey. - 1309-517X. ; 3:3, s. 184-200
- Related links:
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https://liu.diva-por... (primary) (Raw object)
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https://urn.kb.se/re...
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Abstract
Subject headings
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- How individual differences in information processing affect second language (L2) learning has been unclear in prior research. Adults lacking prior skill in Swedish were Pretested for working memory, processing speed, and executive memory capacity. Participants then received 6 computer-based instructional sessions with pictorial animations of Swedish sentences, with a built-in experimental contrast between some lessons at high and some at low rates of presentation. The faster rate carried greater processing demands for the learners. Higher levels of Swedish performance during Instructional Sessions were associated with higher Working Memory levels, as expected from widely-used models of working memory (e.g., Baddeley & Hitch, 1994). In contrast, results at demanding long-term retrieval on a Posttest were more complex and revealed several dynamic relationships between Processing Speed, Working Memory, and Swedish language learning. Learners with low rather than high working memory showed higher L2 skills at long-term testing when instructional lessons had employed fast animations. This first-time demonstration that prior cognitive profiles strongly influence learners’ progress in second language requires refinements in existing theories. Further, the results hold implications for tailoring second language teaching on-line or in other technology-based instruction to learner profiles on abilities in working memory, processing speed, and executive memory.
Subject headings
- SAMHÄLLSVETENSKAP -- Psykologi -- Psykologi (hsv//swe)
- SOCIAL SCIENCES -- Psychology -- Psychology (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Lärande (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Learning (hsv//eng)
Keyword
- educational technology; software; designing learner-sensitive procedures; computer-assisted learning; second language acquisition; dynamic systems
Publication and Content Type
- ref (subject category)
- art (subject category)
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- By the author/editor
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Nelson, Keith E, ...
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Barlieb, Aran
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Khan, Kiren
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Vance Trup, Elis ...
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Heimann, Mikael, ...
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Tjus, Tomas, 195 ...
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show more...
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Rudner, Mary
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Rönnberg, Jerker
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show less...
- About the subject
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Psychology
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and Psychology
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- SOCIAL SCIENCES
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SOCIAL SCIENCES
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and Educational Scie ...
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and Learning
- Articles in the publication
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Contemporary Edu ...
- By the university
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Linköping University