French gender attention - Revision history

Presson: /* Explanation */

2010-08-18T21:29:23Z

Explanation

← Older revision		Revision as of 21:29, 18 August 2010
Line 115:		Line 115:
	==Explanation==		==Explanation==

	~~PENDING~~		Participants in all groups learned to categorize nouns by grammatical gender based on spelling cues. However, those who trained with explicit cues learned more than those who saw the nouns with the same orthographic cue highlighted with capital letters. This effect persisted a week after training. Testing with time pressure had the expected interfering effect on d-prime, but contrary to our predictions, explicit instruction was not more vulnerable to disruption in time pressure contexts (either training or testing under time pressure).

			This could indicate that the learners in this study were not forced to use procedural knowledge with a 1400 ms deadline, and that a shorter time limit would show the expected problems with explicit instruction. However, it could also mean that instructional explicitness does not lead to representations that are less flexible. By replicating the advantage explicit instruction had over correctness feedback while adding a non-explicit highlighting to the same cue information that was being explicitly taught, we showed that simple explicit cues can improve performance categorizing nouns by grammatical gender.

	==Descendents==		==Descendents==

Presson: /* Findings */

2010-08-18T21:18:48Z

Findings

← Older revision		Revision as of 21:18, 18 August 2010
Line 103:		Line 103:

	==Findings==		==Findings==
			Analyses were performed using d-prime as a measure of categorization sensitivity that accounts for possible response bias, and using response latency for correct responses.

	~~PENDING~~		#Pre-test performance was close to chance for all groups (mean accuracy = .51, ''SD''= .11; highest group mean d-prime = 0.30, ''SD''= 0.19).
			# All groups learned the cues to grammatical gender as demonstrated by improved post-test d-prime and reduced post-test latency, both of which remained at a one-week delayed post-test.
			# Explicit instruction showed higher accuracy than a less explicit highlighting condition, on tests both with time pressure (d-prime of explicit = 2.04, highlighting = 1.45) and without (d-prime of explicit = 2.70, highlighting = 1.96). This contradicts our speculation that time pressure might mitigate the positive effect
			# Both explicit and highlighting instructional groups had lower d-prime when tested under time pressure.
			# Training under time pressure did not eliminate the impairment in accuracy from testing under time pressure (i.e., both groups had higher d-prime without time pressure).
			# Training under time pressure did not affect d-prime at any post-test.
			# After controlling for mean pre-test latency, neither instructional variable (explicitness or training time pressure) influenced the amount of speed-up from pre-test to post-test. However, there was a marginally significant interaction (''F''(1,76) = 3.16, ''p'' = .08) such that the time pressure training responded faster at immediate post-test and that advantage disappeared after a one-week delay.

	==Explanation==		==Explanation==

Presson at 20:03, 29 January 2009

2009-01-29T20:03:44Z

← Older revision		Revision as of 20:03, 29 January 2009
Line 125:		Line 125:
	*Segalowitz, S., Segalowitz, N., & Wood, A. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 53-67.		*Segalowitz, S., Segalowitz, N., & Wood, A. (1998). Assessing the development of automaticity in second language word recognition. Applied Psycholinguistics, 19, 53-67.
	*Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: the declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122.		*Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: the declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122.


	~~[[Category:Protected]]~~

Presson: /* Independent variables */

2009-01-29T19:11:25Z

Independent variables

← Older revision		Revision as of 19:11, 29 January 2009
Line 79:		Line 79:

	Time pressure is operationalized by timimg out test trials after (''some interval'') ms.		Time pressure is operationalized by timimg out test trials after (''some interval'') ms.


			==Screenshots==

			<gallery>
			Image:Gender pretest.jpg\|Pre-test trial
			Image:Gender explicit.jpg\|Explicit condition
			Image:Gender highlight.jpg\|Highlighting condition
			Image:Gender feedback.jpg \|Feedback

			</gallery>

	==Hypotheses==		==Hypotheses==

Presson: /* Abstract */

2009-01-29T18:54:14Z

Abstract

← Older revision		Revision as of 18:54, 29 January 2009
Line 39:		Line 39:
	This study extends the research question in a previous study by [[French gender prototypes\| Presson & MacWhinney]]. In that experiment, explicit instruction led to better generalization and robustness to forgetting, compared to correct/incorrect feedback only. In the current study, explicitness is manipulated as well, with the more explicit condition the same as the previous study. However, the more implicit condition in this case is a highlighting manipulation, with no rules presented and in which participants see the relevant cue in capital letters to draw attention to the endings of words (e.g. "fromAGE" v. "fromage"). We want to know first if students are as effective at extracting cue patterns with this intervention as with strictly explicit instruction.		This study extends the research question in a previous study by [[French gender prototypes\| Presson & MacWhinney]]. In that experiment, explicit instruction led to better generalization and robustness to forgetting, compared to correct/incorrect feedback only. In the current study, explicitness is manipulated as well, with the more explicit condition the same as the previous study. However, the more implicit condition in this case is a highlighting manipulation, with no rules presented and in which participants see the relevant cue in capital letters to draw attention to the endings of words (e.g. "fromAGE" v. "fromage"). We want to know first if students are as effective at extracting cue patterns with this intervention as with strictly explicit instruction.

	Second, we manipulate the time pressure of the task between groups. Time pressure favors procedural and automatic performance. If the highlighting condition is less explicit and equally effective, we expect an advantage within the time pressure condition. This is important because time pressure is an essential element of naturalistic language use. In addition, time pressure changes the task demands, which we hypothesize will encourage more implicit representations of categories than with no time pressure.		Second, we manipulate the time pressure of the task between groups. Time pressure favors procedural and automatic performance. If the highlighting condition is less explicit and equally effective, we expect an advantage within the time pressure condition (answer within 1400ms) compared to the no time pressure condition (trial times out at 6000ms, as in prior studies). This is important because time pressure is an essential element of naturalistic language use. In addition, time pressure changes the task demands, which we hypothesize will encourage more implicit representations of categories than with no time pressure.

	==Glossary==		==Glossary==

Presson: /* Independent variables */

2009-01-29T18:53:36Z

Independent variables

← Older revision		Revision as of 18:53, 29 January 2009
Line 68:		Line 68:
	==Independent variables==		==Independent variables==

	Between-groups manipulations of time pressure and explicitness produce four groups:		Between-groups manipulations of time pressure (present or absent 1400ms time limit) and explicitness produce four groups:

	Rule + Time Pressure		Rule + Time Pressure

Presson: /* Abstract */

2009-01-29T18:29:20Z

Abstract

← Older revision		Revision as of 18:29, 29 January 2009
Line 39:		Line 39:
	This study extends the research question in a previous study by [[French gender prototypes\| Presson & MacWhinney]]. In that experiment, explicit instruction led to better generalization and robustness to forgetting, compared to correct/incorrect feedback only. In the current study, explicitness is manipulated as well, with the more explicit condition the same as the previous study. However, the more implicit condition in this case is a highlighting manipulation, with no rules presented and in which participants see the relevant cue in capital letters to draw attention to the endings of words (e.g. "fromAGE" v. "fromage"). We want to know first if students are as effective at extracting cue patterns with this intervention as with strictly explicit instruction.		This study extends the research question in a previous study by [[French gender prototypes\| Presson & MacWhinney]]. In that experiment, explicit instruction led to better generalization and robustness to forgetting, compared to correct/incorrect feedback only. In the current study, explicitness is manipulated as well, with the more explicit condition the same as the previous study. However, the more implicit condition in this case is a highlighting manipulation, with no rules presented and in which participants see the relevant cue in capital letters to draw attention to the endings of words (e.g. "fromAGE" v. "fromage"). We want to know first if students are as effective at extracting cue patterns with this intervention as with strictly explicit instruction.

	Second, we manipulate the time pressure of the task between groups. Time pressure favors procedural and automatic performance. If the highlighting condition is less explicit and equally effective, we expect an advantage within the time pressure condition. This is important because time pressure is an essential element of naturalistic language use.		Second, we manipulate the time pressure of the task between groups. Time pressure favors procedural and automatic performance. If the highlighting condition is less explicit and equally effective, we expect an advantage within the time pressure condition. This is important because time pressure is an essential element of naturalistic language use. In addition, time pressure changes the task demands, which we hypothesize will encourage more implicit representations of categories than with no time pressure.

	==Glossary==		==Glossary==

Presson: /* Hypotheses */

2008-11-19T15:07:08Z

Hypotheses

← Older revision		Revision as of 15:07, 19 November 2008
Line 81:		Line 81:

	==Hypotheses==		==Hypotheses==
			After 40 minutes of training, we hypothesize learning that is retained after a one-week retention interval and which generalizes to novel words under the same cue categories.

			From previous studies, the response form has changed from seeing nouns in isolation and categorizing them as masculine or feminine to seeing both the correct and incorrect noun phrases on each trial, including a gendered definite article (e.g. "le fromage" and *"la fromage"). This method change may make learning more difficult than prior studies; however, it improves external validity by making the categorization process better resemble language input.

	Because prior studies (e.g., [[French gender prototypes\|Explicitness and Category Breadth]]) suggest that explicitness of instruction does not affect accuracy in training, we predict equivalent performance in the learning block. Explicit presentation of the prompt would be more robust to decay and generalization if in fact the manipulation makes the cue more salient (compared to the highlighting condition).		Because prior studies (e.g., [[French gender prototypes\|Explicitness and Category Breadth]]) suggest that explicitness of instruction does not affect accuracy in training, we predict equivalent performance in the learning block. Explicit presentation of the prompt would be more robust to decay and generalization if in fact the manipulation makes the cue more salient (compared to the highlighting condition).

	Adding time pressure will suppress initial performance in training. We predict that this suppression will be temporary, and in fact that later performance could show a time pressure advantage, especially in the no-feedback post-test. In addition, time pressure should change the relative effectiveness of an explicit inference rule vs. noticing highlights, such that noticing is easier than inference under time pressure, therefore improving learning.		Adding time pressure will suppress initial performance in training. We predict that this suppression will be temporary, and in fact that later performance could show a time pressure advantage, especially in the no-feedback post-test. In addition, time pressure should change the relative effectiveness of an explicit inference rule vs. noticing highlights, such that noticing is easier than inference under time pressure, therefore improving learning.

			At the one-week delay, participants complete an auditory version of the categorization task, testing whether the cue information transfers at all to correct French phonological representation, is too distant from French to help with auditory categorization, or is purely orthographic / visual.

	==Findings==		==Findings==

Presson: /* Background and significance */

2008-11-19T14:59:58Z

Background and significance

← Older revision		Revision as of 14:59, 19 November 2008
Line 60:		Line 60:


	In the current study, we manipulate whether participants receive explicit cues to gender patterns, or merely correct / incorrect feedback with the relevant cues highlighted to direct attention.		In the current study, we manipulate whether participants receive explicit cues to gender patterns, or merely correct / incorrect feedback with the relevant cues highlighted (through capitalization) to direct attention.

	==Dependent variables==		==Dependent variables==

Presson at 14:58, 19 November 2008

2008-11-19T14:58:54Z

← Older revision		Revision as of 14:58, 19 November 2008
Line 81:		Line 81:

	==Hypotheses==		==Hypotheses==
	Because prior studies (e.g., [[~~Presson & MacWhinney~~\|Explicitness and Category Breadth]]) suggest that explicitness of instruction does not affect accuracy in training, we predict equivalent performance in the learning block. Explicit presentation of the prompt would be more robust to decay and generalization if in fact the manipulation makes the cue more salient (compared to the highlighting condition).		Because prior studies (e.g., [[French gender prototypes\|Explicitness and Category Breadth]]) suggest that explicitness of instruction does not affect accuracy in training, we predict equivalent performance in the learning block. Explicit presentation of the prompt would be more robust to decay and generalization if in fact the manipulation makes the cue more salient (compared to the highlighting condition).

	Adding time pressure will suppress initial performance in training. We predict that this suppression will be temporary, and in fact that later performance could show a time pressure advantage, especially in the no-feedback post-test. In addition, time pressure should change the relative effectiveness of an explicit inference rule vs. noticing highlights, such that noticing is easier than inference under time pressure, therefore improving learning.		Adding time pressure will suppress initial performance in training. We predict that this suppression will be temporary, and in fact that later performance could show a time pressure advantage, especially in the no-feedback post-test. In addition, time pressure should change the relative effectiveness of an explicit inference rule vs. noticing highlights, such that noticing is easier than inference under time pressure, therefore improving learning.