Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance

2018 ◽  
Vol 69 ◽  
pp. 127-156 ◽  
Author(s):  
Gisela Granena ◽  
Yucel Yilmaz
Keyword(s):  
Sequence Learning ◽  
Corrective Feedback ◽  
Learning Ability ◽  
Implicit Sequence Learning

Implicit sequence learning despite multitasking: the role of across-task predictability

2017 ◽  
Vol 83 (3) ◽  
pp. 526-543 ◽  
Author(s):  
Eva Röttger ◽  
Hilde Haider ◽  
Fang Zhao ◽  
Robert Gaschler
Keyword(s):  
Sequence Learning ◽  
Implicit Sequence Learning

Re-examining the role of context in implicit sequence learning

2014 ◽  
Vol 27 ◽  
pp. 172-193 ◽  
Author(s):  
Maria C. D’Angelo ◽  
Bruce Milliken ◽  
Luis Jiménez ◽  
Juan Lupiáñez
Keyword(s):  
Sequence Learning ◽  
Implicit Sequence Learning

Lack of Automatic Vocal Response Learning While Reading Aloud

2019 ◽  
Vol 66 (4) ◽  
pp. 266-280
Author(s):  
Anja Kühnel ◽  
Robert Gaschler ◽  
Peter A. Frensch ◽  
Asher Cohen ◽  
Dorit Wenke
Keyword(s):  
Sequence Learning ◽  
Word Reading ◽  
Color Naming ◽  
Vocal Response ◽  
Implicit Sequence Learning ◽  
Manual Responses ◽  
The One ◽  
Reaction Task

Abstract. Research on implicit sequence learning with the Serial Reaction Task (SRT) has demonstrated that people automatically acquire knowledge about fixed repeating sequences of responses and can transfer response sequence knowledge to novel stimuli. Such demonstrations are, however, mostly limited to setups with visual stimuli and manual responses. Here we systematically follow up on scarce attempts to demonstrate implicit sequence learning in word reading. While the literature on implicit sequence learning can be taken to suggest that sequence knowledge is acquired and affecting performance in word reading, we show that neither is the case in a series of four experiments. Sequence knowledge was acquired and affecting performance in color naming but not in word reading. On the one hand, we observed slowing of voice-onset times in off-sequence as compared to regularly sequenced trials when people named the color of a centrally presented disk. Yet, hardly any effect was observed when the very same sequence of words was verbalized in word reading instead. Transfer of sequence knowledge to and from color naming was not observed, either. This contrasts with sequence learning studies with manual responses, which have been taken to suggest that a fixed and repeating sequence of responses is sufficient for learning to occur even in fast choice reaction tasks and to transfer across stimuli as long as the sequence of responses remains intact. Rather, in line with dimensional action accounts of task performance, the results underline the role of translation between processing streams for implicit sequence learning.

The Role of Implicit Sequence Learning in the Auditory Modality for Phonological Awareness in Children

2018 ◽  
Author(s):  
Miglena Lyuckanova ◽  
Lora Lyamova ◽  
Yordanka Lalova ◽  
Antoaneta Kalonkina ◽  
Vasil Kolev ◽  
...  
Keyword(s):  
Phonological Awareness ◽  
Sequence Learning ◽  
Auditory Modality ◽  
Implicit Sequence Learning

Implicit sequence learning based on instructed action codes

2009 ◽  
Author(s):  
Robert Gaschler ◽  
Dorit Wenke ◽  
Asher Cohen ◽  
Peter A. Frensch
Keyword(s):  
Sequence Learning ◽  
Implicit Sequence Learning
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