https://learnlab.org/research/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&feed=atom&action=historyUsing syntactic priming to increase robust learning - Revision history2024-03-29T13:34:26ZRevision history for this page on the wikiMediaWiki 1.31.12https://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9545&oldid=prevNdjong: /* Abstract */2009-05-27T14:43:29Z<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] of comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed <del class="diffchange diffchange-inline">learning </del>task can support [[transfer]] of comprehension skills to production skills with respect to <del class="diffchange diffchange-inline">grammar</del>, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new procedural knowledge for production may be formed ([[refinement]]), or existing knowledge may be [[strength|strengthened]].</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] of comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed <ins class="diffchange diffchange-inline">syntactic priming </ins>task can support [[transfer]] of comprehension skills to production skills with respect to <ins class="diffchange diffchange-inline">two grammatical structures</ins>, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new procedural knowledge for production may be formed ([[refinement]]), or existing knowledge may be [[strength|strengthened]].</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9544&oldid=prevNdjong: /* Abstract */2009-05-27T14:42:00Z<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 14:42, 27 May 2009</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] <del class="diffchange diffchange-inline">from </del>comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new procedural knowledge for production may be formed ([[refinement]]), or existing knowledge may be [[strength|strengthened]].</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] <ins class="diffchange diffchange-inline">of </ins>comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new procedural knowledge for production may be formed ([[refinement]]), or existing knowledge may be [[strength|strengthened]].</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9543&oldid=prevNdjong: /* Hypotheses */2009-05-27T14:40:42Z<p><span dir="auto"><span class="autocomment">Hypotheses</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Hypotheses ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Hypotheses ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>It is expected that <del class="diffchange diffchange-inline">training in </del>which <del class="diffchange diffchange-inline">comprehension </del>of a sentence <del class="diffchange diffchange-inline">is </del>immediately <del class="diffchange diffchange-inline">followed by production </del>of a sentence with the same <del class="diffchange diffchange-inline">structure will </del>increase accuracy in <del class="diffchange diffchange-inline">the </del>production <del class="diffchange diffchange-inline">part of the </del>training<del class="diffchange diffchange-inline">, as well as in later comprehension and production tasks </del>[<del class="diffchange diffchange-inline">accuracy</del>]<del class="diffchange diffchange-inline">. Processing speed will </del>also increase <del class="diffchange diffchange-inline">[reaction time; </del>response duration<del class="diffchange diffchange-inline">]</del>. A training program in which comprehension and production are <del class="diffchange diffchange-inline">called for separately (</del>in <del class="diffchange diffchange-inline">distinct </del>tasks<del class="diffchange diffchange-inline">) </del>will also increase accuracy and processing speed in <del class="diffchange diffchange-inline">comprehension and </del>production, but to a lesser extent<del class="diffchange diffchange-inline">, especially in production</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>It is expected that <ins class="diffchange diffchange-inline">the proposed training—in </ins>which <ins class="diffchange diffchange-inline">production </ins>of a sentence immediately <ins class="diffchange diffchange-inline">follows comprehension </ins>of a sentence with the same <ins class="diffchange diffchange-inline">structure—will </ins>increase accuracy in production <ins class="diffchange diffchange-inline">during </ins>training<ins class="diffchange diffchange-inline">. [</ins>[<ins class="diffchange diffchange-inline">Fluency]</ins>] <ins class="diffchange diffchange-inline">would </ins>also increase <ins class="diffchange diffchange-inline">in that there would be fewer and shorter pauses, and </ins>response duration <ins class="diffchange diffchange-inline">would be shorter</ins>. A <ins class="diffchange diffchange-inline">more traditional </ins>training program in which comprehension and production are <ins class="diffchange diffchange-inline">practiced </ins>in <ins class="diffchange diffchange-inline">blocked </ins>tasks will also increase accuracy and processing speed in production, but to a lesser extent.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">It is expected that </del>the <del class="diffchange diffchange-inline">proposed training—in which production of a sentence immediately follows comprehension of a sentence with the same structure—will increase production </del>accuracy during training, <del class="diffchange diffchange-inline">as well as later. </del>[[<del class="diffchange diffchange-inline">Fluency</del>]] <del class="diffchange diffchange-inline">would also increase: there would be fewer </del>and <del class="diffchange diffchange-inline">shorter pauses, and response duration would be shorter (i.e., speech rate </del>will be higher). <del class="diffchange diffchange-inline">A more traditional training program </del>in <del class="diffchange diffchange-inline">which comprehension and production are practiced </del>in <del class="diffchange diffchange-inline">blocked tasks will also increase accuracy and processing speed in production, but to a lesser extent</del>.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">If </ins>the <ins class="diffchange diffchange-inline">syntactic priming training indeed increases </ins>accuracy during training, <ins class="diffchange diffchange-inline">it is expected that accuracy and </ins>[[<ins class="diffchange diffchange-inline">fluency</ins>]] <ins class="diffchange diffchange-inline">on the immediate </ins>and <ins class="diffchange diffchange-inline">delayed production post-tests </ins>will be higher <ins class="diffchange diffchange-inline">in the syntactic priming condition ([[long-term retention]]</ins>). <ins class="diffchange diffchange-inline">The location of pauses may indicate that students </ins>in <ins class="diffchange diffchange-inline">the syntactic priming condition pause less before the grammatical structure to be learned (pronoun order, or choice of mood) than </ins>in <ins class="diffchange diffchange-inline">the non-syntactic priming condition</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">The effect of training will be measured directly after training and after one week ([[long-term retention]]. If the syntactic priming training indeed increases the [[availability]] of syntactic knowledge, it is expected that accuracy and [[fluency]] on the immediate and delayed production post-tests will be higher in the syntactic priming condition. This is also hypothesized for the semi-spontaneous speaking task. The location of pauses may indicate that students in the syntactic priming condition pause less before the grammatical structure to be learned (order of pronouns, or choice of mood) than in the non-syntactic priming condition.</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>It is hypothesized that students in the syntactic priming condition will achieve higher accuracy and [[fluency]] in the semi-spontaneous production posttest than the students in the non-syntactic priming condition <ins class="diffchange diffchange-inline">([[transfer]])</ins>.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div> </div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>It is hypothesized that students in the syntactic priming condition will achieve higher accuracy and [[fluency]] in the semi-spontaneous production posttest than the students in the non-syntactic priming condition.</div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Findings ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Findings ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9542&oldid=prevNdjong: /* Dependent variables */2009-05-27T14:31:01Z<p><span dir="auto"><span class="autocomment">Dependent variables</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ''Near transfer, retention'': The delayed posttest is the same as the immediate posttest. It will be administered three to five days after the training and immediate posttests.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ''Near transfer, retention'': The delayed posttest is the same as the immediate posttest. It will be administered three to five days after the training and immediate posttests.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ''Far transfer, retention'': The delayed posttest is followed by a semi-spontaneous speech in which the target structure is elicited. This test is included only in the study on the conditional mood.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* ''Far transfer, retention'': The delayed posttest is followed by a semi-spontaneous speech in which the target structure is elicited. This test is included only in the study on the conditional mood.</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del style="font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Independent variables ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9541&oldid=prevNdjong: /* Background and significance */2009-05-27T14:30:23Z<p><span dir="auto"><span class="autocomment">Background and significance</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] from comprehension skills to production skills in second language (L2) learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production.</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] from comprehension skills to production skills in second language (L2) learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>Syntactic priming refers to the phenomenon that speakers tend to use syntactic structures they have recently processed. An explanation in terms of Levelt et al.’s (1999) model of language processing is that syntactic information can be pre-activated, for instance by listening to a sentence containing that syntactic structure. In subsequent production, it will be easier for the grammatical encoder to produce syntactically correct output because it can benefit from activation of the relevant syntactic knowledge components. McDonough (2006) argued that syntactic priming can <del class="diffchange diffchange-inline">help </del>L2 <del class="diffchange diffchange-inline">learning</del>, when learners have a choice between a simple and an advanced form, or between a non-targetlike form and a more appropriate form. When syntactic priming occurs, the structure is temporarily more [[availability|available]], and the learner is more likely to produce the more advanced or appropriate form in subsequent utterances. In our view, syntactic priming enables students to process advanced and appropriate forms more often than in traditional activities. This way knowledge components and procedures in the grammatical encoder are [[strength|strengthened]] more effectively.</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>Syntactic priming refers to the phenomenon that speakers tend to use syntactic structures they have recently processed. An explanation in terms of Levelt et al.’s (1999) model of language processing is that syntactic information can be pre-activated, for instance by listening to a sentence containing that syntactic structure. In subsequent production, it will be easier for the grammatical encoder to produce syntactically correct output because it can benefit from activation of the relevant syntactic knowledge components. McDonough (2006) argued that syntactic priming can <ins class="diffchange diffchange-inline">support </ins>L2 <ins class="diffchange diffchange-inline">acquisition</ins>, when learners have a choice between a simple and an advanced form, or between a non-targetlike form and a more appropriate form. When syntactic priming occurs, the structure is temporarily more [[availability|available]], and the learner is more likely to produce the more advanced or appropriate form in subsequent utterances. In our view, syntactic priming enables students to process advanced and appropriate forms more often than in traditional activities. This way knowledge components and procedures in the grammatical encoder are [[strength|strengthened]] more effectively.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Dependent variables ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Dependent variables ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9540&oldid=prevNdjong: /* Research questions */2009-05-27T14:29:10Z<p><span dir="auto"><span class="autocomment">Research questions</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 1''': Can errors in oral production be prevented by activating (i.e., increasing the [[availability]] of) the correct structure by aural input?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 1''': Can errors in oral production be prevented by activating (i.e., increasing the [[availability]] of) the correct structure by aural input?</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 2''': Does oral syntactic priming lead to learning, i.e. a <del class="diffchange diffchange-inline">lasting </del>increase in the availability of grammar knowledge for production, resulting in increased accuracy?</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 2''': Does oral syntactic priming lead to learning, i.e. a <ins class="diffchange diffchange-inline">long-term </ins>increase in the availability of grammar knowledge for production, resulting in increased accuracy?</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 3''': Does oral syntactic priming lead to learning, i.e. a <del class="diffchange diffchange-inline">lasting </del>increase in the availability of grammar knowledge for production, resulting in increased [[fluency]]?</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 3''': Does oral syntactic priming lead to learning, i.e. a <ins class="diffchange diffchange-inline">long-term </ins>increase in the availability of grammar knowledge for production, resulting in increased [[fluency]]?</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 4''': Does the increase in production skills [[transfer]] to semi-spontaneous speech?</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>* '''Research question 4''': Does the increase in production skills [[transfer]] to semi-spontaneous speech?</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9539&oldid=prevNdjong: /* Abstract */2009-05-27T14:28:28Z<p><span dir="auto"><span class="autocomment">Abstract</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Abstract ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] from comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new <del class="diffchange diffchange-inline">procedures </del>for production may be <del class="diffchange diffchange-inline">made </del>([[refinement]]), or existing <del class="diffchange diffchange-inline">procedures </del>may be [[strength|strengthened]].</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>The [[transfer]] from comprehension skills to production skills in second language learners seems to be, in many cases, neither spontaneous nor complete. Although there has been a considerable amount of discussion about the link between receptive and productive language skills in both the psycholinguistic and the applied linguistics literature, the question of how to bridge the gap between comprehension and production skills has not received much attention yet outside the narrow area of speech. This project investigates whether the proposed learning task can support [[transfer]] of comprehension skills to production skills with respect to grammar, thus supporting [[fluency]] in production. In this task, each instance of production is immediately preceded by an instance of comprehension. Because comprehension activates the required structural representations (e.g., knowledge of syntactic frames or verb forms; syntactic priming), the activated representations become more [[accessibility|accessible]] for subsequent production, which will facilitate processing and increase [[fluency]]. Thus, new <ins class="diffchange diffchange-inline">procedural knowledge </ins>for production may be <ins class="diffchange diffchange-inline">formed </ins>([[refinement]]), or existing <ins class="diffchange diffchange-inline">knowledge </ins>may be [[strength|strengthened]].</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Glossary ==</div></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=9282&oldid=prevNdjong at 16:14, 14 May 20092009-05-14T16:14:11Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|-</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|-</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>! Datashop<del class="diffchange diffchange-inline">?</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>! Datashop</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>| <del class="diffchange diffchange-inline">Expected date April 2007</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>| <ins class="diffchange diffchange-inline">Log data are available.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">|-</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">! Current status</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">| Transcription and coding are in progress. (May 2009)</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|}</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>|}</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
</table>Ndjonghttps://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=8694&oldid=prev208.120.248.181: /* Further information */2008-12-08T19:59:31Z<p><span dir="auto"><span class="autocomment">Further information</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:59, 8 December 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l128" >Line 128:</td>
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<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Further information ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Further information ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">Transcription </del>of the data of both studies (pronouns, conditional) is currently underway (December 2008).</div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">After a delay due to the unavailability of qualified transcribers, transcription </ins>of the data of both studies (pronouns, conditional) is currently underway (December 2008)<ins class="diffchange diffchange-inline">. Expected date of completion: March 2009</ins>.</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Screen shots ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Screen shots ==</div></td></tr>
</table>208.120.248.181https://learnlab.org/wiki/index.php?title=Using_syntactic_priming_to_increase_robust_learning&diff=8693&oldid=prevNdjong: /* Further information */2008-12-08T19:55:45Z<p><span dir="auto"><span class="autocomment">Further information</span></span></p>
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<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">← Older revision</td>
<td colspan="2" style="background-color: #fff; color: #222; text-align: center;">Revision as of 19:55, 8 December 2008</td>
</tr><tr><td colspan="2" class="diff-lineno" id="mw-diff-left-l128" >Line 128:</td>
<td colspan="2" class="diff-lineno">Line 128:</td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Further information ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Further information ==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div><del class="diffchange diffchange-inline">-</del></div></td><td class='diff-marker'>+</td><td style="color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins class="diffchange diffchange-inline">Transcription of the data of both studies (pronouns, conditional) is currently underway (December 2008).</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Screen shots ==</div></td><td class='diff-marker'> </td><td style="background-color: #f8f9fa; color: #222; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #eaecf0; vertical-align: top; white-space: pre-wrap;"><div>== Screen shots ==</div></td></tr>
</table>Ndjong