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Record Nr. |
UNINA990003131390403321 |
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Autore |
Gravelle, Hugh |
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Titolo |
Microeconomics / Hugh Gravelle and Ray Rees |
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Pubbl/distr/stampa |
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ISBN |
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Descrizione fisica |
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XIII, 620 p. : ill. ; 24 cm |
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Collana |
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Altri autori (Persone) |
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Disciplina |
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Locazione |
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Collocazione |
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B/1.2.1 GRA/81 |
XV B 496 |
XV B 496 BIS |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910961431503321 |
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Titolo |
Applying priming research to L2 learning, teaching and research : insights from psycholinguistics / / edited by Pavel Trofimovich, Kim McDonough |
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Pubbl/distr/stampa |
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Amsterdam ; ; Philadelphia, : John Benjamins Pub. Co., 2011 |
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ISBN |
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9786613051424 |
9789027286925 |
9027286922 |
9781283051422 |
1283051427 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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Collana |
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Language learning & language teaching ; ; v. 30 |
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Classificazione |
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Altri autori (Persone) |
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TrofimovichPavel |
McDonoughKim |
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Disciplina |
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Soggetti |
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Second language acquisition - Methodology |
Priming (Psychology) |
Psycholinguistics |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Bibliographic Level Mode of Issuance: Monograph |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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pt. 1. Using priming methods in L2 learning research -- pt. 2. Innovative approaches to L2 priming research. |
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Sommario/riassunto |
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The following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed. |
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