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Adult and Second Language Learning, Volume 72 [Hardback]

Volume editor (City University of Hong Kong, Hong Kong), Volume editor (Professor, Department of Psychology, University of Illinois Urbana-Champaign, IL, USA)
  • Formāts: Hardback, 328 pages, height x width: 229x152 mm, weight: 540 g
  • Sērija : Psychology of Learning and Motivation
  • Izdošanas datums: 21-May-2020
  • Izdevniecība: Academic Press Inc
  • ISBN-10: 0128203773
  • ISBN-13: 9780128203774
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  • Cena: 137,94 €
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Adult and Second Language Learning, Volume 72Palielināt
  • Formāts: Hardback, 328 pages, height x width: 229x152 mm, weight: 540 g
  • Sērija : Psychology of Learning and Motivation
  • Izdošanas datums: 21-May-2020
  • Izdevniecība: Academic Press Inc
  • ISBN-10: 0128203773
  • ISBN-13: 9780128203774
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780128203774.html
Keywords:

The Psychology of Learning and Motivation, Volume 72 in this preeminent series, features empirical and theoretical contributions in cognitive and experimental psychology, ranging from classical and instrumental conditioning, to complex learning and problem-solving. Chapters in this new release cover Statistical learning predicts literacy acquisition of a foreign alphabetic and logographic language, An Investigation into Virtual Immersion Mandarin Chinese Writing Instruction with Students with Autism, Child and adult classroom L2 learners: uniqueness and similarities, and implications for cognitive models, Current Trends in Second Sign Language Research: Acquisition, Teaching and Assessment, Language Experiences and Cognitive Control: A Dynamic Perspective, and much more.

  • Presents the latest information in the highly regarded Psychology of Learning and Motivation series
  • Provides an essential reference for researchers and academics in cognitive science
  • Contains information relevant to both applied concerns and basic research
Contributors ix
1 Immersion into virtual reality for language learning
1(26)
Yu-Ju Lan
1 Introduction
2(4)
2 Empirical examples of VR application in language education
6(16)
3 Conclusion
22(1)
Acknowledgments
23(1)
References
24(3)
2 Language experiences and cognitive control: A dynamic perspective
27(26)
Ping Li
Yanping Dong
1 Introduction
28(2)
2 Cognitive control
30(3)
3 Ecosystem of language experience
33(7)
4 Expertise of the language learner or user
40(2)
5 Instruments assessing bilingual experience
42(3)
6 Conclusion: A dynamic view
45(1)
Acknowledgments
46(1)
References
47(5)
Further reading
52(1)
3 Studying bilingual learners and users of spoken and signed languages: A neuro-cognitive approach
53(22)
Katherine J. Midgley
Yazmin E. Medina
Brittany Lee
1 Introduction
54(1)
2 Electrophysiological brain activity addresses the WHEN question
55(1)
3 Our technique: Event-related potentials or ERPs
56(3)
4 The N400 component
59(1)
5 Studying second language learning: Spoken languages
60(3)
6 Studying signed languages and second language learning
63(4)
7 Studying co-activation in the bilingual lexicon
67(5)
8 Concluding remarks
72(1)
References
73(2)
4 Event-related brain potentials in multilingual language processing: The N's and P's
75(44)
Brennan R. Payne
Shukhan Ng
Kailen Shantz
Kara D. Federmeier
1 Introduction
76(6)
2 Major ERP components in language processing and bilingualism
82(25)
3 General conclusion
107(1)
References
108(11)
5 Neural hemispheric organization in successful adult language learning: Is left always right?
119(46)
Zhenghan Qi
Jennifer Legault
1 Introduction
120(9)
2 Neural predictors of adult language learning success
129(9)
3 Neural plasticity in successful language learning
138(12)
4 Discussion
150(5)
References
155(10)
6 Foreign language learning motivation: Phonetic chill or Latin lover effect? Does sound structure or social stereotyping drive FLL?
165(42)
Susanne M. Reiterer
Vita Kogan
Annemarie Seither-Preisler
Gasper Pesek
1 Foreign language learning (FLL) and phonesthetics
166(5)
2 Inherent value vs imposed norm hypothesis
171(2)
3 Approaches to assessing language preferences
173(6)
4 Results
179(10)
5 Esthetic-affective factors driving FLL
189(10)
Conflict of interest
199(1)
References
199(6)
Further reading
205(2)
7 Lexical processing in child and adult classroom second language learners: Uniqueness and similarities, and implications for cognitive models
207(28)
Janet G. van Hell
1 Theoretical models of the bilingual mental lexicon
209(2)
2 Developmental differences between children and adults that potentially impact L2 learning
211(2)
3 Central research questions on lexical processing in child and adult L2 learners: Language (non)selective lexical access and formation of L2 word-to-concept mappings
213(13)
4 Lexical processing in child and adult classroom second language learners: Uniqueness and similarities? Final remarks
226(3)
Acknowledgments
229(1)
References
229(6)
8 The dynamics of language experience and how it affects language and cognition
235(48)
Zofia Wodniecka
Alba Casado
Patrycja Kalemala
Marta Marecka
Kalinka Timmer
Agata Wolna
1 How does language experience matter for the mind and why should we care?
236(1)
2 Impact of prior language exposure on native language retrieval
237(13)
3 Impact of prior language use on cognitive control
250(14)
4 Summary, speculations and outstanding questions
264(2)
Appendix
266(10)
Acknowledgments
276(1)
References
276(7)
9 The contribution of statistical learning to language and literacy acquisition
283
Denise H. Wu
Talat Bulut
1 Language competence
284(1)
2 Theoretical perspectives on language acquisition
285(5)
3 Literacy acquisition
290(8)
4 Statistical learning
298(10)
5 Concluding remarks
308(2)
References
310
Kara D. Federmeier received her Ph.D. in Cognitive Science from the University of California, San Diego. She is a Professor in the Department of Psychology and the Neuroscience Program at the University of Illinois and a full-time faculty member at the Beckman Institute for Advanced Science and Technology, where she leads the Illinois Language and Literacy Initiative and heads the Cognition and Brain Lab. She is also a Past President of the Society for Psychophysiological Research. Her research examines meaning comprehension and memory using human electrophysiological techniques, in combination with behavioral, eyetracking, and other functional imaging and psychophysiological methods. She has been funded by the National Institute on Aging, the Institute of Education Sciences, and the James S. McDonnell Foundation. Hsu-Wen Huang is at City University of Hong Kong, Hong Kong