Chapter 10. Conceptual mediation in second language learners
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Gretchen L. Sunderman
Abstract
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.
Abstract
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.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
-
Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
-
Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
-
Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- Acknowledgements ix
-
Introduction
- Chapter 1. Using priming methods to study L2 learning and teaching 3
-
Part I. Using priming methods in L2 learning research
- Chapter 2. Acquiring second language vocabulary through the use of images and words 21
- Chapter 3. Some costs of fooling Mother Nature 49
- Chapter 4. Using priming to explore early word learning 73
- Chapter 5. When three equals tree 105
- Chapter 6. Eliciting wh-questions through collaborative syntactic priming activities during peer interaction 131
-
Part II. Innovative approaches to L2 priming research
- Chapter 7. The L2 semantic attentional blink 155
- Chapter 8. Task effects in second language sentence processing research 179
- Chapter 9. Semantic integration in listening comprehension in a second language 199
- Chapter 10. Conceptual mediation in second language learners 219
-
Conclusion
- Chapter 11. Expanding the scope of priming research 241
- Index 251
