Results 201 to 210 of about 358,333 (353)

Context effects in bilingual sentence processing : task specificity [PDF]

, 2016
A Caramazza, A Costa, AB Arêas Da Luz Fontes, AI Schwartz, AI Schwartz, AL Dunn, AMB Groot De, AMB Groot De, B New, CM Brown, D Gentner, D Jared, D Titone, DW Green, E Assche Van, E Assche Van, E Assche Van, E Assche Van, E Keuleers, F Cuetos, GC Orden Van, J Altarriba, J Segui, JG Hell Van, JG Hell Van, K Baten, K Lemhöfer, K Lemhöfer, K Rayner, K Rayner, K Rayner, KE Elston-Güttler, KE Stanovich, LAURA WINTHER BALLING, M Brysbaert, M Coltheart, MA Just, MR Libben, PJ Schwanenflugel, Q Cai, RM Sánchez-Casas, S Bentin, SA Duffy, T Degani, T Dijkstra, T Dijkstra, T Dijkstra, T Dijkstra, T Dijkstra, T Dijkstra, V Marian, VI Levenshtein, W Duyck, W Duyck   +53 more
core   +1 more source

Relations between emotion, memory, and attention: Evidence from taboo Stroop, lexical decision, and immediate memory tasks [PDF]

, 2004
Donald G. MacKay, Meredith A. Shafto, Jennifer K. Taylor, Diane E. Marian, Lise Abrams, Jennifer Dyer-Seymour   +5 more
openalex   +1 more source

Further Exploration of the Fluency Corpus of Academic English Lectures: The Profile of Repetitions

TESOL Quarterly, EarlyView.
Abstract In assessment contexts, the domain definition inference requires accurate documentation of linguistic demands in a specific target domain for precise measurement. The present study examines several aspects of repetitions in academic lecture settings to offer the domain definition inference for academic listening tests.
Hitoshi Nishizawa
wiley   +1 more source

High-Frequency γ-Band Activity in the Basal Temporal Cortex during Picture-Naming and Lexical-Decision Tasks [PDF]

, 2005
Kazuyo Tanji, Kyoko Suzuki, Arnaud Delorme, Hiroshi Shamoto, Nobukazu Nakasato   +4 more
openalex   +1 more source

Effect of Syllable Congruency in Sixth Graders in the Lexical Decision Task With Masked Priming

, 2012
F. Chetail, S. Mathey
semanticscholar   +1 more source

Personal Investment in Language Processing: The Role of Self‐Reference in Initial Lexical Acquisition

TESOL Quarterly, EarlyView.
Abstract Recent research on learner factors in task‐based language teaching (TBLT) has demonstrated positive effects for treatments that draw on learners' personal experiences. However, the specific processes responsible for these effects are not well understood.
Taghreed Qahl, Craig Lambert
wiley   +1 more source

Increased inhibition and decreased facilitation effect during a lexical decision task in children [PDF]

, 2006
Erina Nakamura, Katsuya Ohta, Yoko Okita, Junko Ozaki, Eisuke Matsushima   +4 more
openalex   +1 more source

The Impact of Gaze‐Contingent Textual Enhancement on L2 Collocation Learning from Computer‐Mediated Reading Tasks

TESOL Quarterly, EarlyView.
Abstract This study examined if gaze‐contingent textual enhancement could be used as an interactive focus‐on‐form device to promote learning of second language (L2) collocations from computer‐mediated reading tasks. Seventy‐five Chinese ESL users read three English texts that contained twelve target collocations, presented under one of three conditions:
Jookyoung Jung, Andrea Révész, Matthew J. Stainer, Ana Pellicer‐Sánchez, Yoojin Chung, Danni Shi   +5 more
wiley   +1 more source

TBLT, Engagement, and Group Synchronicity: Exploring the Relationships between Affective, Social, and Cognitive Aspects of Task‐Based Performance

TESOL Quarterly, EarlyView.
Abstract This classroom‐based exploratory study examined the relationships between affective, social, and cognitive aspects of second language (L2) learners' task‐based performance. In responding to practical challenges when TBLT is implemented in the real‐world context, we collected observational data from multiple sources.
Masatoshi Sato, Gonzalo Salas, Lani Freeborn, Azar Tajabadi   +3 more
wiley   +1 more source

From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement

TESOL Quarterly, EarlyView.
Abstract This study investigated whether learners' task motivation predicts their task engagement, and whether their task engagement is associated with subsequent L2 learning. Task motivation was operationalized through situated expectancy‐value theory (SEVT; Eccles & Wigfield, 2020), a model of the proximal (i.e., task‐specific) social‐cognitive ...
Phil Hiver, Phung Dao
wiley   +1 more source