Article published in:
Dutch Journal of Applied Linguistics
Vol. 8:2 (2019) ► pp. 206227

Full-text

The opt out paradigm
References

References

Aissen, J.
(2003) Differential object marking: Iconicity vs. economy. Natural Language and Linguistic Theory, 21(3), 435–483. CrossrefGoogle Scholar
Allport, A.
(1988) What concept of consciousness? In A. J. Marcel, & E. Bisiach (Eds.), Consciousness in contemporary science (pp. 159–182). Oxford: Clarendon Press.Google Scholar
Andringa, S. & Curcic, M.
(2015) How explicit knowledge affects online L2 processing. Evidence from differential object marking acquisition. Studies in Language Acquisition, 37(2), 237–268. CrossrefGoogle Scholar
Andringa, S., & Rebuschat, P.
(2015) New directions in the study of implicit and explicit learning. An introduction. Studies in Language Acquisition, 37(2), 185–196. CrossrefGoogle Scholar
Aslin, R. N., Saffran, J. R., & Newport, E. L.
(1998) Computation of conditional probability statistics by 8-month-old infants. Psychological science, 9(4), 321–324. CrossrefGoogle Scholar
Baguley, T.
(2012) Serious stats. Basingstoke: Palgrave Macmillan. CrossrefGoogle Scholar
Barac, R., & Bialystok, E.
(2012) Bilingual effects on cognitive and linguistic development: Role of language, cultural background and education. Child Development 83(2), 413–422. CrossrefGoogle Scholar
Bates, D., Maechler, M., Bolker, B., & Walker, S.
(2015) Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. CrossrefGoogle Scholar
Batterink, L. J., Reber, P. J., Neville, H. J., & Paller, K. A.
(2015) Implicit and explicit contributions to statistical learning. Journal of Memory and Language, 83, 62–78. CrossrefGoogle Scholar
Berko, J.
(1958) The child’s learning of English morphology. WORD, 14(2–3), 150–177. CrossrefGoogle Scholar
Bertels, J., Boursain, E., Destrebecqz, A., & Gaillard, V.
(2015) Visual statistical learning in children and young adults: How implicit? Frontiers in Psychology, 5, 1–11. CrossrefGoogle Scholar
Bialystok, E.
(1986) Factors in the growth of linguistic awareness. Child Development, 57(2), 498–510. CrossrefGoogle Scholar
Bosch, L. & Sebastián-Gallés, N.
(2003) Simultaneous bilingualism and the perception of a language-specific vowel contrast in the first year of life. Language and Speech, 46 (2/3), 217–243. CrossrefGoogle Scholar
Chomsky, N.
(1986) Knowledge of language. Its nature, origin and use. New York: NY: Praeger.Google Scholar
Cleeremans, A.
(2008) Consciousness: The radical plasticity thesis. In R. Banerjee, & B. K. Chakrabarti (Eds.), Progress in brain research (Volume 168, pp. 19–33). Amsterdam: Elsevier.Google Scholar
De Graaff, R.
(1997) The Experanto experiment. Effects of explicit instruction on Second Language Acquisition. SSLA, 19(2), 249–276.Google Scholar
DeKeyser, R.
(2003) Implicit and Explicit learning. In C. Doughty, & M. H. Long (Eds.), Handbook of second language acquisition (pp. 312–348). Oxford: Blackwell. CrossrefGoogle Scholar
Dennett, D.
(1991) Het bewustzijn verklaard. Amsterdam: Uitgeverij Atlas Contact.Google Scholar
De Waal, F.
(2016) Are we smart enough to know how smart animals are? New York, NY: W.W. Norton & Company.Google Scholar
Eigsti, I.-M., Zayas, V., Mischel, W., Shoda, Y., Ayduk, O., Dadlani, M. B., Davidson, M. C., Lawrence Aber, J., & Casey, M. C.
(2006) Predicting cognitive control from preschool to late adolescence and young adulthood. Psychological Science, 17(6), 478–484. CrossrefGoogle Scholar
Ellis, N. C.
(2003) Constructions, chunking, and connectionism: The emergence of second language structure. In C. Doughty, & M. H. Long (Eds.), Handbook of second language acquisition (pp. 63–103). Oxford: Blackwell. CrossrefGoogle Scholar
Endress, A. D., & Bonatti, L. L.
(2007) Rapid learning of syllable classes from a perceptually continuous speech stream. Cognition, 105(2), 247–299. CrossrefGoogle Scholar
Erickson, L. C., & Thiessen, E. D.
(2015) Statistical learning of language: Theory, validity and predictions of a statistical learning account of language acquisition. Developmental Review. CrossrefGoogle Scholar
Evans, J. L., Saffran, J. R., & Robe-Torres, K.
(2009) Statistical learning in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52(2), 1044–1092. CrossrefGoogle Scholar
Frederick, S.
(2005) Cognitive reflection and decision making. Journal of Economic Perspectives, 19(4), 25–42. CrossrefGoogle Scholar
Hampton, R. R.
(2001) Rhesus monkeys know when they remember. PNAS, 98(9), 5359–5362. CrossrefGoogle Scholar
(2009) Focusing the uncertainty about nonhuman metacognition. Comparative Cognition & Behavior Reviews, 4, 56–57. CrossrefGoogle Scholar
Hsu, H. J., Tomblin, J. B., & Christiansen, M. H.
(2014) Impaired statistical learning of non-adjacent dependencies in adolescents with specific language impairment. Frontiers in Psychology, 5(175), 1–10.Google Scholar
Hulstijn, J.
(2015) Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning. The virtues and pitfalls of a two-system view. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 25–46). Amsterdam: John Benjamins. CrossrefGoogle Scholar
James, W.
(1890) The principles of psychology. New York: Henry Holt and Company.Google Scholar
Krashen, S. D.
(1981) Second language acquisition and second language learning. Oxford: Pergamon Press.Google Scholar
Lichtman, K.
(2016) Age and learning environment: Are children implicit second language learners? Journal of Child Language, 43(3), 707–730. CrossrefGoogle Scholar
Lum, J. A. G., Conti-Ramsden, G., Page, D., & Ullman, M. T.
(2012) Working, declarative and procedural memory in specific language impairment. Cortex, 48(9), 1138–1154. CrossrefGoogle Scholar
Mischel, W., Shoda, Y., & Rodriguez, M. L.
(1989) Delay of gratification in children. Science, 244(4907), 933–938. CrossrefGoogle Scholar
Misyak, J. B. & Christiansen, M. H.
(2012) Statistical learning and language: An individual differences study. Language Learning, 62(1), 302–331. CrossrefGoogle Scholar
Misyak, J. B., Christiansen, M. H., & Tomblin, J. B.
(2010) On-line individual differences in statistical learning predict language processing. Frontiers in Psychology, 1(31), 1–9.Google Scholar
Packard, M. R.
(2009) Anxiety, cognition and habit: A multiple memory systems perspective. Brain Research, 1293(1), 121–128. CrossrefGoogle Scholar
Passer, M.
(2016) The typology and diachrony of nominal classification. Utrecht: LOT.Google Scholar
Psychology Software Tools, Inc.
(2016) E-Prime 3.0. Retrieved from http://​www​.pstnet​.com
Radford, A.
(2004) Minimalist Syntax: Exploring the structure of English. Cambridge: Cambridge University Press. CrossrefGoogle Scholar
R Core Team
(2015) R: A language and environment for statistical computing. R Foundation for Statistical Computing. Vienna, Austria. Retrieved from https://​www​.R​-project​.org/
Rebuschat, P.
(2015) Measuring implicit and explicit knowledge in second language research. Language Learning, 63(3), 595–626. CrossrefGoogle Scholar
Saffran, J. R., Johnson, E. K., & Aslin, R. N.
(1996) Word-segmentation: The role of distributional cues. Journal of Memory and Language, 35(4), 606–621. CrossrefGoogle Scholar
Schmidt, R. W.
(1990) The role of consciousness in Second Language Learning. Applied Linguistics, 11(2), 129–158. CrossrefGoogle Scholar
Timmermans, B. & Cleeremans, A.
(2015) How can we measure awareness? An overview of current methods. In M. Overgaard (Ed.), Behavioural methods in consciousness research (pp. 21–46). Oxford: Oxford University Press. CrossrefGoogle Scholar
Tomasello, M.
(2000) First steps toward a usage-based theory of language acquisition. Cognitive Linguistics, 11(1/2), 61–82.Google Scholar
Ullman, M.
(2001) A neurocognitive perspective on language: The declarative/procedural model. Neuroscience, 2(10), 717–726.Google Scholar
(2004) Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1–2), 231–270. CrossrefGoogle Scholar
(2016) The declarative/procedural model: A neurobiological model of language learning, knowledge and use. In G. Hickok, & S. A. Small (Eds.), The neurobiology of language (pp. 953–968). Amsterdam: Elsevier.Google Scholar
Ullman, M., & Pierpont, E.
(2005) Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex, 41(3), 399–433. CrossrefGoogle Scholar
Vouloumanos, A.
(2018) Voulez-vous jouer avec moi? Twelve-months-olds understand that foreign languages can communicate. Cognition, 174(4), 87–92. CrossrefGoogle Scholar
West, G., Vadillo, M. A., Shanks, D. R., & Hulme, C.
(2017) The procedural learning deficit hypothesis of language learning disorders: We see some problems. Developmental Science. CrossrefGoogle Scholar
Wijnen, F.
(2013) Acquisition of linguistic categories: Cross domain convergences. In J. Bolhuis, & M. Everaert (Eds.), Birdsong, speech, and language (pp. 157–177). Cambridge, MA: MIT Press.Google Scholar