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100   $a20110209d2011      uy         0
101 0 $aeng
135   $aurcn|||||||||
181   $ctxt
182   $cc
183   $acr
200 00$aApplying priming research to L2 learning, teaching and research $einsights from psycholinguistics /$fedited by Pavel Trofimovich, Kim McDonough
205   $a1st ed.
210   $aAmsterdam ;$aPhiladelphia $cJohn Benjamins Pub. Co.$d2011
215   $aviii, 254 p. $cill
225 1 $aLanguage learning & language teaching ;$vv. 30
300   $aBibliographic Level Mode of Issuance: Monograph
311   $a90-272-1302-X 
311   $a90-272-1301-1 
320   $aIncludes bibliographical references and index.
327   $apt. 1. Using priming methods in L2 learning research -- pt. 2. Innovative approaches to L2 priming research.
330   $aThe following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed.
410  0$aLanguage learning and language teaching ;$vv. 30.
606   $aSecond language acquisition$xMethodology
606   $aPriming (Psychology)
606   $aPsycholinguistics
615  0$aSecond language acquisition$xMethodology.
615  0$aPriming (Psychology)
615  0$aPsycholinguistics.
676   $a401/.93072
701   $aTrofimovich$b Pavel$01607568
701   $aMcDonough$b Kim$01607569
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910811128303321
996   $aApplying priming research to L2 learning, teaching and research$93933915
997   $aUNINA