The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback

2019 ◽  
Vol 2 (2) ◽  
pp. 233-257
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Empirical Studies ◽  
Corrective Feedback ◽  
Treatment Session ◽  
Delayed Feedback ◽  
Elicited Imitation ◽  
Immediate Feedback ◽  
Final Treatment ◽  
L2 Development

Abstract This paper reports on a study investigating the role of working memory in predicting L2 development under immediate and delayed corrective feedback (CF) conditions. A total of 106 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. Each group underwent three treatment sessions during which they performed six focused communicative tasks – two in each session – involving the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure during their task performance in Session 1; the Delayed CF group did not receive feedback until the final treatment session; and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through a grammaticality judgement test and an elicited imitation test. Working memory was measured by means of an operation span test. The results revealed that working memory was a significant predictor only of the effects of delayed CF, not those of immediate CF or task only. The findings suggest that delayed CF may have imposed a heavier processing burden on the learners’ working memory due to the need to match the delayed feedback with the errors in their procedural knowledge manifested in previous sessions. Based on the results of this and other empirical studies, the authors argue for the superiority of immediate feedback over delayed feedback.

The relative effects of implicit and explicit corrective feedback on the acquisition of 3rd person -s by Chinese university students: A classroom-based study

2020 ◽  
pp. 136216882090334
Author(s):  
Yongbin Zhao ◽  
Rod Ellis
Keyword(s):  
University Students ◽  
Procedural Knowledge ◽  
Corrective Feedback ◽  
Control Group ◽  
Classroom Context ◽  
Elicited Imitation ◽  
Chinese University ◽  
Chinese Learners ◽  
Chinese University Students ◽  
Implicit And Explicit

This article reports a classroom-based study of the effects of two types of corrective feedback (CF) on the acquisition of 3rd person -s. One hundred and nine Chinese university students completed three communicative tasks: One group received implicit CF consisting of a single corrective move (implicit recasts), a second group received explicit CF consisting of a dual corrective move (a prompt followed by a more explicit recast), a third group performed the tasks without feedback, and a control group just completed two tests. The groups completed two pre-tests, immediate post-tests and delayed post-tests. Gains in accuracy in a test of procedural knowledge (an elicited imitation test) and in a test of declarative knowledge (an untimed grammaticality judgement test) were evident in the first three groups but with few differences among the test scores of these groups. No gains occurred in the test control group. Explicit feedback involving a dual feedback move elicited more uptake-with-repair but this was unrelated to gains in accuracy and overall the implicit CF involving a single feedback move was as effective as the explicit. This finding, which was unexpected, may reflect the Chinese learners’ general orientation to form in this particular classroom context.

Research on the role of recasts in L2 learning

2020 ◽  
Vol 53 (3) ◽  
pp. 289-315
Author(s):  
Jaemyung Goo
Keyword(s):  
Empirical Studies ◽  
Corrective Feedback ◽  
Linguistic Features ◽  
Moderator Variables ◽  
L2 Learning ◽  
L2 Development ◽  
Scholarly Discussion ◽  
Negotiation For Meaning ◽  
Meta Analyses

With much empirical evidence of a beneficial role of interaction in second language (L2) development, researchers have become interested in investigating specific aspects of interaction (e.g., negotiation for meaning, corrective feedback (CF), modified output, noticing, etc.) that likely influence the extent to which interaction benefits L2 learning (Mackey, 2012; Mackey, Abbuhl, & Gass, 2012; Mackey & Goo, 2013; Gass & Mackey, 2015; Loewen & Sato, 2018). Among varied features of interaction, CF has been found to be quite effective at drawing learners' attention to L2 linguistic features during interaction, and has engendered much scholarly discussion of pivotal importance and numerous empirical studies on its potential for L2 development (see Russell & Spada, 2006; Mackey & Goo, 2007; S. Li, 2010*; Lyster & Saito, 2010*; Lyster, Saito, & Sato, 2013*; Brown, 2016*; Nassaji, 2016* for reviews and meta-analyses). Recasts, inter alia, have been at the center of most CF research and greatly explored with a view to understanding the nature of recasts, their characteristics (in various L2 learning contexts), their relative efficacy over other CF moves, and moderator variables that may mediate the effectiveness of recasts.

THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK

2021 ◽  
pp. 1-25
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Declarative Memory ◽  
Corrective Feedback ◽  
Procedural Memory ◽  
Language Aptitude ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Implicit And Explicit ◽  
And Task

Abstract This study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.

What is the ideal time to provide corrective feedback? Replication of Li, Zhu & Ellis (2016) and Arroyo & Yilmaz (2018)

2018 ◽  
Vol 53 (1) ◽  
pp. 96-108 ◽  
Author(s):  
Shaofeng Li
Keyword(s):  
Learning Outcomes ◽  
Task Performance ◽  
Corrective Feedback ◽  
Delayed Feedback ◽  
Background Information ◽  
Laboratory Research ◽  
Immediate Feedback ◽  
Subsequent Discussion ◽  
And Task ◽  
The Ideal

This article calls for replication of two studies (Li, Zhu & Ellis 2016; Arroyo & Yilmaz 2018) that examine the timing of corrective feedback, which refers to whether errors should be corrected during a communicative task (immediate feedback) or after the task is completed (delayed feedback). The article starts with a rationale for replicating the two studies: they address a topic of significance to theorists, researchers, and practitioners; they are conducted with rigorous methods; they represent classroom and laboratory research respectively; they both show an advantage for immediate feedback. It proceeds to contextualize the subsequent discussion of replication strategies by (1) elaborating the theoretical claims and pedagogical positions on the influence of the timing of corrective feedback on learning outcomes and task performance, and (2) summarizing the findings of the research on the effectiveness of corrective feedback. After some background information is provided, a detailed discussion is given for each of the two studies, including a summary of the methods and findings, followed by recommendations about how to replicate.

THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT

2020 ◽  
pp. 1-33
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Target Structure ◽  
Elicited Imitation ◽  
Efl Learners ◽  
Grammaticality Judgment ◽  
L2 Development ◽  
And Control ◽  
Experimental Group

Abstract This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

scholarly journals From cognitive to neural models of working memory

2007 ◽  
Vol 362 (1481) ◽  
pp. 761-772 ◽  
Author(s):  
Mark D'Esposito
Keyword(s):  
Working Memory ◽  
Functional Neuroimaging ◽  
Empirical Studies ◽  
Brain Regions ◽  
Cognitive Models ◽  
Neural Mechanisms ◽  
Long Term Memory ◽  
Cognitive Mechanisms ◽  
Internal Representations ◽  
Active Maintenance

Working memory refers to the temporary retention of information that was just experienced or just retrieved from long-term memory but no longer exists in the external environment. These internal representations are short-lived, but can be stored for longer periods of time through active maintenance or rehearsal strategies, and can be subjected to various operations that manipulate the information in such a way that makes it useful for goal-directed behaviour. Empirical studies of working memory using neuroscientific techniques, such as neuronal recordings in monkeys or functional neuroimaging in humans, have advanced our knowledge of the underlying neural mechanisms of working memory. This rich dataset can be reconciled with behavioural findings derived from investigating the cognitive mechanisms underlying working memory. In this paper, I review the progress that has been made towards this effort by illustrating how investigations of the neural mechanisms underlying working memory can be influenced by cognitive models and, in turn, how cognitive models can be shaped and modified by neuroscientific data. One conclusion that arises from this research is that working memory can be viewed as neither a unitary nor a dedicated system. A network of brain regions, including the prefrontal cortex (PFC), is critical for the active maintenance of internal representations that are necessary for goal-directed behaviour. Thus, working memory is not localized to a single brain region but probably is an emergent property of the functional interactions between the PFC and the rest of the brain.

Neuropsychological Profile of Intellectually Gifted Children: A Systematic Review

2021 ◽  
pp. 1-17
Author(s):  
Aurélie Bucaille ◽  
Christophe Jarry ◽  
Justine Allard ◽  
Sylvain Brochard ◽  
Sylviane Peudenier ◽  
...  
Keyword(s):  
Systematic Review ◽  
Working Memory ◽  
Cognitive Functions ◽  
Empirical Studies ◽  
Verbal Working Memory ◽  
Social Problem Solving ◽  
Gifted Children ◽  
Neuropsychological Profile ◽  
Intellectually Gifted ◽  
Visuospatial Processing

Abstract Objective: The term intellectually gifted (IG) refers to children of high intelligence, which is classically measured by the intelligence quotient (IQ). Some researchers assume that the cognitive profiles of these children are characterized by both strengths and weaknesses, compared with those of their typically developing (TD) peers of average IQ. The aim of the present systematic review was to verify this assumption, by compiling data from empirical studies of cognitive functions (language, motor skills, visuospatial processing, memory, attention and executive functions, social and emotional cognition) and academic performances. Method: The literature search yielded 658 articles, 15 of which met the selection criteria taken from the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model. We undertook a qualitative summary, to highlight any discrepancies between cognitive functions. Results: IG children exhibited better skills than TD children in a number of domains, including attention, language, mathematics, verbal working memory, shifting, and social problem solving. However, the two groups had comparable skills in visuospatial processing, memory, planning, inhibition, and visual working memory, or facial recognition. Conclusion: Although IG children may have some strengths, many studies have failed to find differences between this population and their TD peers on many other cognitive measures. Just like any other children, they can display learning disabilities, which can be responsible for academic underachievement. Further studies are needed to better understand this heterogeneity. The present review provides pointers for overcoming methodological problems and opens up new avenues for giftedness research.

Nothing left in store . . . but how do we measure attentional capacity?

2001 ◽  
Vol 24 (1) ◽  
pp. 132-133
Author(s):  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Short Term Memory ◽  
Memory Development ◽  
Compelling Evidence ◽  
Short Term ◽  
Term Memory ◽  
Focal Attention ◽  
And Storage

I compare the concepts of “activation” and “storage” as foundations of short-term memory, and suggest that an attention-based view of STM does not need to posit specialized short-term stores. In particular, no compelling evidence supports the hypothesis of time-limited stores. Identifying sources of activation, examining the role of activated procedural knowledge, and studying working memory development are central issues in modelling capacity-limited focal attention.

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