Enhancing maintenance and generalization of sight words taught with incremental rehearsal: Applying the depth of processing and generalization frameworks.

2019 ◽  
Vol 34 (3) ◽  
pp. 307-317 ◽  
Author(s):  
Shawna Petersen-Brown ◽  
Matthew K. Burns
Keyword(s):  
Sight Words ◽  
Incremental Rehearsal ◽  
Depth Of Processing

Depth-of-Processing Effect on Speed of Recollection in Word-Stem Cued Recall

2008 ◽  
Author(s):  
Severine Fay ◽  
Laurence Taconnat ◽  
Badiaa Bouazzaoui ◽  
David Clarys ◽  
Michel Isingrini
Keyword(s):  
Cued Recall ◽  
Depth Of Processing ◽  
Processing Effect

Depth of Processing Differentially Affects Working Memory and Long-Term Memory

2007 ◽  
Author(s):  
Nathan S. Rose ◽  
Joel Myerson ◽  
Henry L. Roediger ◽  
Sandra Hale
Keyword(s):  
Working Memory ◽  
Long Term Memory ◽  
Depth Of Processing ◽  
Term Memory

Focused Tasks, Mental Actions and Second Language Learning. Cognitive and Connectionist Accounts of Task Effectiveness

2006 ◽  
Vol 152 ◽  
pp. 35-53 ◽  
Author(s):  
Machteld Moonen ◽  
Rick de Graaff ◽  
Gerard Westhoff
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Cognitive Processes ◽  
Second Language Learning ◽  
Theoretical Framework ◽  
Future Research ◽  
Depth Of Processing ◽  
Mental Actions ◽  
Involvement Load Hypothesis

Abstract This paper presents a theoretical framework to estimate the effectiveness of second language tasks in which the focus is on the acquisition of new linguistic items, such as vocabulary or grammar, the so-called focused tasks (R. Ellis, 2003). What accounts for the learning impact offocused tasks? We shall argue that the task-based approach (e.g. Skehan, 1998, Robinson, 2001) does not provide an in-depth account of how cognitive processes, elicited by a task, foster the acquisition of new linguistic elements. We shall then review the typologies of cognitive processes derived from research on learning strategies (Chamot & O'Malley, 1994), from the involvement load hypothesis (Laufer & Hulstijn, 2001), from the depth of processing hypothesis (Craik & Lockhart, 1972) and from connectionism (e.g Broeder & Plunkett, 1997; N. Ellis, 2003). The combined insights of these typologies form the basis of the multi-feature hypothesis, which predicts that retention and ease of activation of new linguistic items are improved by mental actions which involve a wide variety of different features, simultaneously and frequently. A number of implications for future research shall be discussed.

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