EFFECTS OF IRRELEVANT AUDITORY STIMULI ON A TEXT RECOGNITION AND TEXT RECALL TASK

Abstract One feature of Spanish that presents some difficulties to second language (L2) learners whose first language (L1) is English concerns lexical stress. This study explores one aspect of the obstacle these learners face, weak phonological processing routines concerning stress inherited from their native language. Participants were L1 English L2 learners of Spanish. The experiment was a sequence-recall task with auditory stimuli minimally contrasting in stress (target) or segmental composition (baseline). The results suggest that learners are more likely to accurately recall sequences with stimuli contrasting in segmental composition than stress, suggesting reduced phonological processing of stress relative to a processing baseline. Furthermore, an increase in proficiency—assessed by means of grammatical and lexical tests—was found to be modestly associated with an increase in the accuracy of processing stress. We conclude that the processing routines of native English speakers lead to an acquisitional obstacle when learning Spanish as a L2.

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The influence of spelling on the production and storage of words with allophonic variants of /h/ in Korean

Applied Psycholinguistics ◽

10.1017/s0142716415000235 ◽

2015 ◽

Vol 37 (4) ◽

pp. 757-780 ◽

Cited By ~ 6

Author(s):

JEONG-IM HAN ◽

TAE-HWAN CHOI

Keyword(s):

Picture Naming ◽

Phonological Representation ◽

Recall Task ◽

Auditory Stimuli ◽

Auditory Input ◽

The Third ◽

Korean Speakers ◽

And Storage ◽

Naming Tasks

ABSTRACTThis study examined the role of orthography in the production and storage of spoken words. Korean speakers learned novel Korean words with potential variants of /h/, including [ɦ] and ø. They were provided with the same auditory stimuli but with varying exposure to spelling. One group was presented with the letter for ø (<ㅇ>), the second group, the letter for [ɦ] (<ㅎ>), and the third group, auditory input only. In picture-naming tasks, the participants presented with <ㅇ> produced fewer words with [ɦ] than those presented with <ㅎ>. In a spelling recall task, the participants who were not exposed to spelling displayed various types of spellings for variants, but after exposure to spelling, they began to produce spellings as provided in the task. These results suggest that orthographic information influences the production of words via an offline restructuring of the phonological representation.

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Effects of gloss type on text recall and incidental vocabulary learning in mobile-assisted L2 listening

ReCALL ◽

10.1017/s0958344017000155 ◽

2017 ◽

Vol 30 (1) ◽

pp. 24-47 ◽

Cited By ~ 13

Author(s):

Fidel Çakmak ◽

Gülcan Erçetin

Keyword(s):

Single Channel ◽

Vocabulary Learning ◽

Recall Task ◽

Free Recall Task ◽

Text Recall ◽

Dual Channel ◽

Incidental Vocabulary ◽

Incidental Vocabulary Learning ◽

L2 Listening ◽

Listening Task

AbstractThis study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel (textual-plus-pictorial) glosses as well as a control condition where no glosses were provided. The participants listened to a story through their mobile phones and were engaged in an immediate free recall task and unannounced vocabulary tests after listening. The findings indicated that access to glosses facilitated recognition and production of vocabulary with the type of gloss having no effect. On the other hand, glosses had no effect on text recall.

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Text recall and text recognition with and without a title

Japanese Psychological Research ◽

10.1111/j.1468-5884.1996.tb00029.x ◽

1996 ◽

Vol 38 (4) ◽

pp. 240-244 ◽

Cited By ~ 2

Author(s):

TOSHIAKI MURAMOTO

Keyword(s):

Text Recognition ◽

Text Recall

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Reaction Time and Brain Waves in Omitted Stimulus Tasks

Journal of Psychophysiology ◽

10.1027/0269-8803/a000001 ◽

2010 ◽

Vol 24 (1) ◽

pp. 1-6 ◽

Cited By ~ 5

Author(s):

Oscar H. Hernández ◽

Muriel Vogel-Sprott

Keyword(s):

Reaction Time ◽

Cognitive Processes ◽

Young Male ◽

Event Related Potential ◽

Auditory Stimuli ◽

Motor Action ◽

Cognitive Component ◽

Sensory Modalities ◽

Two Measures ◽

Somatosensory Stimuli

A missing stimulus task requires an immediate response to the omission of a regular recurrent stimulus. The task evokes a subclass of event-related potential known as omitted stimulus potential (OSP), which reflects some cognitive processes such as expectancy. The behavioral response to a missing stimulus is referred to as omitted stimulus reaction time (RT). This total RT measure is known to include cognitive and motor components. The cognitive component (premotor RT) is measured by the time from the missing stimulus until the onset of motor action. The motor RT component is measured by the time from the onset of muscle action until the completion of the response. Previous research showed that RT is faster to auditory than to visual stimuli, and that the premotor of RT to a missing auditory stimulus is correlated with the duration of an OSP. Although this observation suggests that similar cognitive processes might underlie these two measures, no research has tested this possibility. If similar cognitive processes are involved in the premotor RT and OSP duration, these two measures should be correlated in visual and somatosensory modalities, and the premotor RT to missing auditory stimuli should be fastest. This hypothesis was tested in 17 young male volunteers who performed a missing stimulus task, who were presented with trains of auditory, visual, and somatosensory stimuli and the OSP and RT measures were recorded. The results showed that premotor RT and OSP duration were consistently related, and that both measures were shorter with respect to auditory stimuli than to visual or somatosensory stimuli. This provides the first evidence that the premotor RT is related to an attribute of the OSP in all three sensory modalities.

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