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

doi:10.1080/09658416.2021.1969404

Cited by 8 publications

(4 citation statements)

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“…Specifically, PWM appears to be an important predictor of vocabulary, grammar and reading at lower levels of proficiency and/or in novice learners (Hummel, 2009;Serafini & Sanz, 2016), whereas the role of WM at higher levels is less clear. Linck et al (2013) reported a positive influence of PWM on long-term listening and reading attainment in a group of advanced learners, 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).…”

Section: Language Learning Aptitude and Wm As Predictors Of L2 Attain...mentioning

confidence: 89%

“…Second, including measures of both PWM and EWM seems advisable, given that the two components have been shown to contribute differently to L2 proficiency (Linck et al, 2014). Third, taking into account learners' L2 proficiency level appears to be of critical importance (e.g., Hummel, 2009;Linck et al, 2013;Roehr-Brackin et al, 2021;Serafini & Sanz, 2016).…”

Section: Language Learning Aptitude and Wm As Predictors Of L2 Attain...mentioning

confidence: 99%

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Aptitude for Explicit and Implicit Learning

Pavlekovic,

Roehr-Brackin

2024

Journal of the European Second Language Association

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The present study examined the structure of and relationship between aptitude for explicit and implicit learning and working memory. Furthermore, we investigated to what extent these variables could predict second-language (L2) proficiency in terms of reading, listening and grammar knowledge. A total of 86 Croatian learners of English at advanced levels completed the LLAMA aptitude test suite, a probabilistic serial reaction time (SRT) task, operation span and forward digit span tasks, as well as grammar, reading and listening comprehension tests. Our factor-analytic results support a conceptual distinction between (1) working memory, (2) explicit aptitude and (3) implicit aptitude, while at the same time highlighting the multi-componential nature of implicit aptitude, with factor loadings of LLAMA D and SRT pulling in opposite directions. Regression analyses mirror this pattern of results: Whereas components of explicit aptitude, implicit aptitude and working memory significantly predicted L2 proficiency, LLAMA D, SRT and forward digit span emerged as negative predictors. We argue that these findings support a conceptualization of (implicit) aptitude as a cognitive proclivity rather than as a context-independent ability, in line with both current research and previously proposed multi-dimensional and dynamic perspectives of aptitude.

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Section: Language Learning Aptitude and Wm As Predictors Of L2 Attain...mentioning

confidence: 89%

Section: Language Learning Aptitude and Wm As Predictors Of L2 Attain...mentioning

confidence: 99%

Aptitude for Explicit and Implicit Learning

Pavlekovic,

Roehr-Brackin

2024

Journal of the European Second Language Association

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“…Compared with the average response time in Cognitive Style Analysis, the median value could minimise the effect from outliers [82]. The VICS test has been successfully applied by numerous studies in VI cognitive style dimension classification [8,44,58,98,103,106]. Considering that the VICS test makes up for some of the defects of the previous measures, we chose it as the cognitive assessment tool for our research.…”

Section: Cognitive Style Measurementsmentioning

confidence: 99%

Exploring the Impact of Verbal-Imagery Cognitive Style on Web Search Behaviour and Mental Workload

Tang,

Benerradi,

Maior

et al. 2024

Proceedings of the 2024 ACM SIGIR Conference on Human Information Interaction and Retrieval

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Cognitive style has been shown to influence users' interaction with search interfaces. However, as a fundamental dimension of cognitive styles, the relationship between the Verbal-Imagery (VI) cognitive style dimension and search behaviour has not been studied thoroughly, and it is not clear whether VI cognitive style can be used to inform search user interface design. We present a study (N=29), investigating how search behaviour and mental workload (MWL) changes relate to VI cognitive styles by examining participants' search behaviour across three increasingly complex tasks. MWL was subjectively rated by participants, and blood oxygenation changes in the prefrontal cortex were measured using functional near-infrared spectroscopy (fNIRS).Our results revealed a significant difference between verbalisers and imagers in search behaviour. In particular, verbalisers preferred a Sporadic navigation style and adopted the Scanning strategy as they processed information, according to their viewing and bookmarking patterns, whereas imagers preferred the Structured navigation style and reading information in detail. The fNIRS data showed that verbalisers had significantly higher blood oxygenation in the prefrontal cortex when using the same search interface, suggesting a higher MWL than imagers. When based on task complexity bias, the search time significantly increased as task complexity increased, but there were no significant differences in search behaviours. Our study indicated that VI cognitive styles have a noticeable and stronger impact on users' searching behaviour and their MWL when interacting with the same interface than task complexity, which can be considered further in future search behaviour studies and search user interface design.CCS Concepts: • Human-centered computing → Empirical studies in interaction design.

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“…Group averages cannot tell us, for instance, if explicit knowledge, learning and teaching work equally well for all learners at all times, regardless of their cognitive abilities, attitudes or personality traits. There is evidence suggesting that individuals may well differ as to the extent to which they can and will successfully construct explicit knowledge and draw on explicit learning, depending on their prior language learning experience (Roehr & Gánem-Gutiérrez, 2009; Roehr-Brackin et al, 2021), their level of proficiency in the language under study (Butler, 2002; Elder et al, 1999), the typological distance between the first language (L1) and L2 under study (Elder & Manwaring, 2004), their language learning aptitude (Alderson et al, 1997; Elder et al, 1999; Roehr & Gánem-Gutiérrez, 2009) 2 , working memory capacity (Linck & Weiss, 2011; Roehr & Gánem-Gutiérrez, 2009; Serafini, 2017; Serafini & Sanz, 2016), or cognitive style (Ziętek & Roehr, 2011). What we do not have are studies that bring together all of these variables in a single research design and include measures of explicit and/or implicit knowledge and learning as well.…”

Section: Introductionmentioning

confidence: 99%

Explicit and implicit knowledge and learning of an additional language: A research agenda

Roehr-Brackin

2022

Lang. Teach.

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This paper puts forward a research agenda in the area of explicit and implicit knowledge and learning of second or additional languages. Based on a brief overview of reliable findings as well as open questions in the field, three agenda items are highlighted. First, valid and reliable measures of explicit and, in particular, implicit knowledge and learning need to be identified and their suitability for participants of different ages established. Second, and closely related to the previous point, explicit and implicit knowledge and learning should be investigated across the human lifespan. Therefore, studies need to include to a greater extent hitherto under-represented groups such as children and older adults in order to pinpoint the benefits or otherwise of implicit and, in particular, explicit knowledge and learning in these age ranges. Third, researchers should aim to capture with their designs the complex and dynamic interplay of the multiple cognitive, affective, biographical and contextual factors that influence the development of explicit and implicit knowledge over time. Concrete tasks for future research are proposed under these three agenda items, with a view to assisting interested investigators in formulating research questions and specifying research designs.

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

Abstract: Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults' performance in explicit learning conditions?, Language Awareness,

Cited by 8 publications

References 50 publications

Aptitude for Explicit and Implicit Learning

Aptitude for Explicit and Implicit Learning

Exploring the Impact of Verbal-Imagery Cognitive Style on Web Search Behaviour and Mental Workload

Explicit and implicit knowledge and learning of an additional language: A research agenda

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