Patricia J Brooks
Biographic Data
| ID | 736335 |
|---|---|
| NAME | Patricia J Brooks |
| GIVEN NAMES | Patricia J |
| FAMILY NAME | Brooks |
| SIGNATURE | BROOKS P J |
| AFFILIATIONS | The Graduate Center, CUNY |
| ORCID | 0000-0001-8030-8811 |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 98 |
| AUTHOR COUNT | 37 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
The limited role of expectancy-value beliefs, self-efficacy, and perceived attentional control in predicting online learning outcomes in a general education course
Introduction Researchers have expended enormous effort on understanding how college students’ intrapersonal beliefs contribute to their academic success. Methods This study used structural equation modeling to examine factors associated with course outcomes of students enrolled in an online general education course at a non-selective public college (16 sections, N = 940). Results Structural models linked students’ expectancy-value beliefs with ac…
Disentangling effects of the Covid-19 pandemic and Black Lives Matter protests on implicit anti-Black bias
Terror Management Theory (TMT) holds that mortal threats bolster people's desire to support their worldviews, which may contribute to increased outgroup bias. In 2020, two events likely increased mortality salience and death anxiety: COVID-19 and the Black Lives Matter (BLM) protests that followed George Floyd's murder. We used Project Implicit data to investigate their impact on implicit anti-Black bias, controlling for demographic variables. St…
Relationships between writing, reading, and proficiency in Chinese immersion
This study aimed to further understanding of immersion language development by examining in‐class freewriting, classroom‐assessed reading, and year‐end STAMP 4Se proficiency levels in 4th‐grade Chinese immersion over an academic year. Specifically, we aimed to understand (1) how learners express themselves in freewriting, (2) growth in freewriting and Chinese reading levels across the year, and (3) relations between classroom‐based measures and p…
A critical activist orientation predicts lower latent ableist bias
Despite legal efforts to reduce societal barriers, people with disabilities still face ableist bias, stereotyping, and stigma. According to the social movement hypothesis, people's participation in and identification with activist movements may reduce bias towards social outgroups. Alternatively, people's intergroup attitudes and bias may influence their participation in activist activities. This study used structural equation modeling to investi…
Benefits of Testing and Production for Learning Turkish As a New Language
This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controll…
How do graduate students approach college teaching? Influences of professional development, teaching assistantships, and Big Five personality traits
Introduction Graduate students engage in college teaching with varied attitudes and approaches. Their teaching practices may be influenced by professional development experiences related to pedagogy, and their personality traits. Methods Through an online survey of graduate students teaching undergraduate courses ( N = 109, 69.7% women, M age = 30 years, 59% psychology), we examined whether self-reported participation in professional development …
Linking fine motor skills with theory of mind in school-age children
Motor skills have been linked to language and social development with implications for theory of mind. This study examined theory of mind (attribution of intentions task) in school-age children ( N = 62, mean age 8 years; 2 months, standard deviation [ SD] = 1;3) in relation to fine motor skills (grooved pegboard), receptive vocabulary (Peabody Picture Vocabulary Test), receptive grammar (Test for the Reception of Grammar), reading comprehension …
“It's just everywhere now”
People's mental models of the Internet tend to focus on the functional affordances of Internet-enabled devices. Given that today's adolescents and young adults (Generation Z) have grown up surrounded by the Internet, we examined the extent to which the Internet's ubiquity was salient in their mental models of it. Middle-school students (Study 1, N = 78, Mage = 13 years, Range 11–15) drew pictures and explained what the Internet looked like. Respo…
Laz caregivers’ talk to their young children
This study examined play interactions of 15 to 48-month-old children ( n = 59) and their caregivers in Lazuri, a UNESCO-rated endangered South-Caucasian ancestral language, and Turkish, a dominant language supplanting Lazuri usage in the community. Child–caregiver dyads played with two toy sets (animal farm and tea set) that provided different contexts for interaction. Participants’ utterances were coded as instances of distinct functional uttera…
How are exemplar representations transformed by encoding, retrieval, and explicit knowledge? A commentary on Ambridge (2020)
The radical exemplar model resonates with work on perceptual classification and categorization highlighting the role of exemplars in memory representations. Retrieval operations potentially serve as a mechanism for abstraction as representations of exemplars are distorted through reconstructive processes. As a framework applicable to both first and second language acquisition, the model needs to account for how explicit knowledge arises and its r…
Quantifier Spreading
Children often exhibit difficulties restricting the scope of a universal quantifier in contexts where sets of entities are in partial one-to-one correspondence (e.g. children incorrectly answer the question Are all the cars in a garage? in a situation where there is an extra empty garage). Quantifier spreading occurs across truth-value judgement, picture-choice, sentence-picture verification, and syllogistic reasoning tasks. Errors have been attr…
More Is More in Language Learning
The Less-Is-More hypothesis was proposed to explain age-of-acquisition effects in first language (L1) and second language (L2) learning. We scrutinize different renditions of the hypothesis by examining how learning outcomes are affected by (a) limited cognitive capacity, (b) reduced interference resulting from less prior knowledge, and (c) simplified language input. While there is little to no evidence of benefits of limited cognitive capacity, …
Assessing the impact of conversational overlap in content on child language growth
When engaged in conversation, both parents and children tend to re-use words that their partner has just said. This study explored whether proportions of maternal and/or child utterances that overlapped in content with what their partner had just said contributed to growth in mean length of utterance (MLU), developmental sentence score, and vocabulary diversity over time. We analyzed the New England longitudinal corpus from the CHILDES database, …
Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts
Autistic and non-autistic adults' agreement with scientific knowledge about autism, how they define autism, and their endorsement of stigmatizing conceptions of autism has not previously been examined. Using an online survey, we assessed autism knowledge and stigma among 636 adults with varied relationships to autism, including autistic people and nuclear family members. Autistic participants exhibited more scientifically based knowledge than oth…
Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy
This study investigated children’s narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0–11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a personal narrative about a situation where they had felt like the frog. Each task was coded for evalu…
Encouraging usage of an endangered ancestral language
Many ancestral languages (AL) are at imminent risk of extinction due to societal changes that pressure minority communities to assimilate with dominant cultures and forego usage of their AL. This study aimed to encourage caregiver–child dyads to converse in Lazuri, an endangered AL in Rize, Turkey. Dyads ( N = 59; child age M = 30.7 months, range 15–48) were asked to speak Lazuri while playing with culturally appropriate toys for 20minutes. Utter…
Distributional Effects and Individual Differences in L2 Morphology Learning
Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and verbal working memory. Over three sessions, 54 adults were exposed to a Russian case-marking paradig…
Modern Theories of Language
Musical ability and non-native speech-sound processing are linked through sensitivity to pitch and spectral information
Is the observed link between musical ability and non-native speech-sound processing due to enhanced sensitivity to acoustic features underlying both musical and linguistic processing? To address this question, native English speakers (N = 118) discriminated Norwegian tonal contrasts and Norwegian vowels. Short tones differing in temporal, pitch, and spectral characteristics were used to measure sensitivity to the various acoustic features implica…
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
Second Language Learning Benefits from Similarity in Word Endings
Diminutive derivations (e.g., froggy, bootie) constitute morphophonologically similar clusters of words in child-directed speech and serve as low-level schema for learning morphological regularities. Previous research has demonstrated that by regularizing noun endings, diminutives (e.g., Russian: domik, svechka) facilitate word-boundary identification and the acquisition of inflectional morphology. In this study, adult native speakers of English …
Cognitive Predictors of Generalization of Russian Grammatical Gender Categories
This study explores how learners generalize grammatical categories such as noun gender. Adult native English speakers with no prior knowledge of Russian (N = 47, ages 17-55 years) were trained to categorize Russian masculine and feminine diminutive nouns according to gender. The training set was morphophonologically homogeneous due to similarities induced by the diminutive suffixes. Generalization was tested using simplex and diminutive nouns wit…
Acquisition of gender agreement in Lithuanian
This study examines Lithuanian children's acquisition of gender agreement using an elicited production task. Lithuanian is a richly inflected Baltic language, with two genders and seven cases. Younger ( N =24, mean 3 ; 1, 2 ; 5–3 ; 8) and older ( N =24, mean 6 ; 3, 5 ; 6–6 ; 9) children were shown pictures of animals and asked to describe them after hearing the animal's name. Animal names differed with respect to familiarity (novel vs. familiar),…
Second Language Learning of Complex Inflectional Systems
This study explored learning and generalization of parts of the Russian case-marking paradigm, an inflecting-fusional system in which affixes simultaneously mark several grammatical features (case, gender, number, animacy). In Experiment 1, adult English speakers (N= 43) were exposed to nouns with transparent gender marking in the nominative case and learned to inflect nouns for two oblique cases. Experiment 2 (N= 44) used nouns that in the nomin…
Crosslinguistic evidence for the diminutive advantage
Our previous research showed that Russian children commit fewer gender-agreement errors with diminutive nouns than with their simplex counterparts. Experiment 1 replicates this finding with Russian children ( N =24, mean 3;7, range 2;10–4;6). Gender agreement was recorded from adjective usage as children described animal pictures given just their names, varying in derivational status (diminutive/simplex), novelty, and gender. Experiment 2 extends…
Young children learn to produce passives with nonce verbs
Younger and older children (mean ages = 2 years 11 months and 3 years 5 months) learned 2 nonce verbs in a full passive or active transitive construction. When asked patient-focused questions encouraging passive-voice replies (e.g., "What happened to the ball?") or agent-focused questions encouraging active-voice replies (e.g., "What did Elmo do?"), children used a variety of strategies to meet the demands of the questions, usually without changi…
The Role of Diminutives in the Acquisition of Russian Gender
This study investigated second-language (L2) learning to gain a better understanding of learning mechanisms that also operate in child first-language (L1) learners. The research was inspired by research on the beneficial effects of child-directed speech (CDS). We tried to examine whether such benefits can be observed in the domain of inflectional morphology in adult L2 learners. Specifically, we investigated whether one typical feature of CDS, di…
Man-to-Man
In this article, the author discusses friendship as a method of qualitative inquiry and howthis method informed research on the social construction of masculinity in male-male friendships. First, a narrative account of a first meeting with a participant is given. Next, the discursive aspect of fieldwork is considered where the author's ideas about friendship as method and "the reach of dialogue" are outlined. Finally, the article focuses on the r…
How Children Constrain Their Argument Structure Constructions
We tested two hypotheses about how English-speaking children learn to avoid making argument structure errors such as Don't giggle me. The first is that children base their usage of verbs on membership in narrow-range semantic classes (Pinker 1989). The second is that children make use of indirect negative evidence in the form of alternative expressions that preempt tendencies to overgeneralize. Ninety-six children (32 each at 2.5, 4.5, and 6/7 ye…
Second Language Learning of Complex Inflectional Systems
This study explored learning and generalization of parts of the Russian case-marking paradigm, an inflecting-fusional system in which affixes simultaneously mark several grammatical features (case, gender, number, animacy). In Experiment 1, adult English speakers (N= 43) were exposed to nouns with transparent gender marking in the nominative case and learned to inflect nouns for two oblique cases. Experiment 2 (N= 44) used nouns that in the nomin…
Musical ability and non-native speech-sound processing are linked through sensitivity to pitch and spectral information
Is the observed link between musical ability and non-native speech-sound processing due to enhanced sensitivity to acoustic features underlying both musical and linguistic processing? To address this question, native English speakers (N = 118) discriminated Norwegian tonal contrasts and Norwegian vowels. Short tones differing in temporal, pitch, and spectral characteristics were used to measure sensitivity to the various acoustic features implica…
Second Language Learning Benefits from Similarity in Word Endings
Diminutive derivations (e.g., froggy, bootie) constitute morphophonologically similar clusters of words in child-directed speech and serve as low-level schema for learning morphological regularities. Previous research has demonstrated that by regularizing noun endings, diminutives (e.g., Russian: domik, svechka) facilitate word-boundary identification and the acquisition of inflectional morphology. In this study, adult native speakers of English …
Cognitive Predictors of Generalization of Russian Grammatical Gender Categories
This study explores how learners generalize grammatical categories such as noun gender. Adult native English speakers with no prior knowledge of Russian (N = 47, ages 17-55 years) were trained to categorize Russian masculine and feminine diminutive nouns according to gender. The training set was morphophonologically homogeneous due to similarities induced by the diminutive suffixes. Generalization was tested using simplex and diminutive nouns wit…
From states to events
In this paper we examine the development of passive participles in the spontaneous speech of seven English speaking children. We argue that the grammatical properties which distinguish passive participles as a category emerge gradually and are learned as motivated properties of a complex, polysemous construction. The data reveals a regular progression from early adjectival uses to true verbal passives, in which the participle itself denotes a dyn…
Young children's earliest transitive and intransitive constructions
Inference and action in early causal reasoning
Two experiments investigated whether a simple-to-embedded-rules account can explain the change in causal reasoning in children between 3 and 4 years of age. A marble-and-ram p apparatus that operated in 2 distinct configurations of straight and across was used throughout. In Experiment 1, 3-year-olds were able to predict the path of the marble when there was only 1 input hole (a simple ifthen rules task), whereas only 4-year-olds could solve the …
More Is More in Language Learning
The Less-Is-More hypothesis was proposed to explain age-of-acquisition effects in first language (L1) and second language (L2) learning. We scrutinize different renditions of the hypothesis by examining how learning outcomes are affected by (a) limited cognitive capacity, (b) reduced interference resulting from less prior knowledge, and (c) simplified language input. While there is little to no evidence of benefits of limited cognitive capacity, …
Distributional Effects and Individual Differences in L2 Morphology Learning
Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and verbal working memory. Over three sessions, 54 adults were exposed to a Russian case-marking paradig…
Benefits of Testing and Production for Learning Turkish As a New Language
This study examined putative benefits of testing and production for learning new languages. Undergraduates (N = 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer-assisted language learning session. Participants completed pre- and posttests of number- and case-marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controll…
Inference and action in early causal reasoning
Two experiments investigated whether a simple-to-embedded-rules account can explain the change in causal reasoning in children between 3 and 4 years of age. A marble-and-ram p apparatus that operated in 2 distinct configurations of straight and across was used throughout. In Experiment 1, 3-year-olds were able to predict the path of the marble when there was only 1 input hole (a simple ifthen rules task), whereas only 4-year-olds could solve the …
A cross-linguistic study of children's comprehension of universal quantifiers
The development of children's grasp of lexical cues to universal quantification was investigated in 3- to 10-year-olds and in adult native speakers of Mandarin Chinese, Portuguese and English. The experiments focused on children's acquisition of the English quantifiers all and each and their counterparts in Mandarin and Portuguese. Participants selected best-fitting interpretations of sentences containing universal quantification from sets of pic…
Learning to produce passive utterances through discourse
Two studies of English-speaking children's acquisition of the passive construction are reported. In the first study children at 3.0 and 3.5 years of age were taught to produce full passive utterances with a nonce verb through rich discourse interaction. All the older children learned to produce a passive with the nonce verb, whereas only two-thirds of the younger children learned to do this - and they needed three times as many adult utterances t…
Young children's earliest transitive and intransitive constructions
Young children learn to produce passives with nonce verbs
Younger and older children (mean ages = 2 years 11 months and 3 years 5 months) learned 2 nonce verbs in a full passive or active transitive construction. When asked patient-focused questions encouraging passive-voice replies (e.g., "What happened to the ball?") or agent-focused questions encouraging active-voice replies (e.g., "What did Elmo do?"), children used a variety of strategies to meet the demands of the questions, usually without changi…
How Children Constrain Their Argument Structure Constructions
We tested two hypotheses about how English-speaking children learn to avoid making argument structure errors such as Don't giggle me. The first is that children base their usage of verbs on membership in narrow-range semantic classes (Pinker 1989). The second is that children make use of indirect negative evidence in the form of alternative expressions that preempt tendencies to overgeneralize. Ninety-six children (32 each at 2.5, 4.5, and 6/7 ye…
Phonological priming in children's picture naming
Two experiments examined phonological priming in children and adults, using a cross-modal picture-word interference task. Pictures of familiar objects were presented on a computer screen, while interfering words (IWs) were presented over headphones. In terms of their relation to target pictures, IWs were either phonologically related, unrelated, neutral (the word go ), or identical. Ninety children (30 aged 4;11 to 5;11, 30 aged 6;11 to 7;11, and…
From states to events
In this paper we examine the development of passive participles in the spontaneous speech of seven English speaking children. We argue that the grammatical properties which distinguish passive participles as a category emerge gradually and are learned as motivated properties of a complex, polysemous construction. The data reveals a regular progression from early adjectival uses to true verbal passives, in which the participle itself denotes a dyn…
The Role of Diminutives in the Acquisition of Russian Gender
This study investigated second-language (L2) learning to gain a better understanding of learning mechanisms that also operate in child first-language (L1) learners. The research was inspired by research on the beneficial effects of child-directed speech (CDS). We tried to examine whether such benefits can be observed in the domain of inflectional morphology in adult L2 learners. Specifically, we investigated whether one typical feature of CDS, di…
Does preemption help children learn verb transitivity
Children's acquisition of the transitivity status of novel verbs was examined to test whether preemption helps children learn to avoid non-conventional uses of verbs. Given that many English verbs alternate between transitive and intransitive usage (e.g. break, roll ), how do children learn the fixed transitive status of verbs such as hit or the fixed intransitive status of verbs such as fall ? 48 four-year-olds and 48 six- and seven-year-olds le…
Diminutivization supports gender acquisition in Russian children
Gender agreement elicitation was used with Russian children to examine how diminutives common in Russian child-directed speech affect gender learning. Forty-six children (2;9–4;8) were shown pictures of familiar and of novel animals and asked to describe them after hearing their names, which all contained regular morphophonological cues to masculine or feminine gender. Half were presented as simplex (e.g. jozh ‘porcupine’) and half as diminutive …
Grammatical competence is not a psychologically valid construct
It is not unusual for developmental psychologists to become frustrated with the theory of universal grammar (UG), whose proponents have tended to dismiss most research on children's language production and comprehension as irrelevant to explaining how human languages are acquired. This is because children's actual linguistic behaviour is presumed to reflect factors besides their grammatical competence, rendering most methods of sampling linguisti…
Man-to-Man
In this article, the author discusses friendship as a method of qualitative inquiry and howthis method informed research on the social construction of masculinity in male-male friendships. First, a narrative account of a first meeting with a participant is given. Next, the discursive aspect of fieldwork is considered where the author's ideas about friendship as method and "the reach of dialogue" are outlined. Finally, the article focuses on the r…
Crosslinguistic evidence for the diminutive advantage
Our previous research showed that Russian children commit fewer gender-agreement errors with diminutive nouns than with their simplex counterparts. Experiment 1 replicates this finding with Russian children ( N =24, mean 3;7, range 2;10–4;6). Gender agreement was recorded from adjective usage as children described animal pictures given just their names, varying in derivational status (diminutive/simplex), novelty, and gender. Experiment 2 extends…
Second Language Learning of Complex Inflectional Systems
This study explored learning and generalization of parts of the Russian case-marking paradigm, an inflecting-fusional system in which affixes simultaneously mark several grammatical features (case, gender, number, animacy). In Experiment 1, adult English speakers (N= 43) were exposed to nouns with transparent gender marking in the nominative case and learned to inflect nouns for two oblique cases. Experiment 2 (N= 44) used nouns that in the nomin…
Acquisition of gender agreement in Lithuanian
This study examines Lithuanian children's acquisition of gender agreement using an elicited production task. Lithuanian is a richly inflected Baltic language, with two genders and seven cases. Younger ( N =24, mean 3 ; 1, 2 ; 5–3 ; 8) and older ( N =24, mean 6 ; 3, 5 ; 6–6 ; 9) children were shown pictures of animals and asked to describe them after hearing the animal's name. Animal names differed with respect to familiarity (novel vs. familiar),…
Cognitive Predictors of Generalization of Russian Grammatical Gender Categories
This study explores how learners generalize grammatical categories such as noun gender. Adult native English speakers with no prior knowledge of Russian (N = 47, ages 17-55 years) were trained to categorize Russian masculine and feminine diminutive nouns according to gender. The training set was morphophonologically homogeneous due to similarities induced by the diminutive suffixes. Generalization was tested using simplex and diminutive nouns wit…
Does discovery-based instruction enhance learning?
The purpose of this study was to observe if there were effects on the vocabulary acquisition process of some students, through the implementation of project-based tasks approach by the use of the learning strategy called Guided Discovery. In accordance with the previous purpose, 28 ninth graders of a public school in Bogotá (Colombia) were the participants of this study. Due to its characteristics the current study may be enclosed in the field of…
Second Language Learning Benefits from Similarity in Word Endings
Diminutive derivations (e.g., froggy, bootie) constitute morphophonologically similar clusters of words in child-directed speech and serve as low-level schema for learning morphological regularities. Previous research has demonstrated that by regularizing noun endings, diminutives (e.g., Russian: domik, svechka) facilitate word-boundary identification and the acquisition of inflectional morphology. In this study, adult native speakers of English …
Musical ability and non-native speech-sound processing are linked through sensitivity to pitch and spectral information
Is the observed link between musical ability and non-native speech-sound processing due to enhanced sensitivity to acoustic features underlying both musical and linguistic processing? To address this question, native English speakers (N = 118) discriminated Norwegian tonal contrasts and Norwegian vowels. Short tones differing in temporal, pitch, and spectral characteristics were used to measure sensitivity to the various acoustic features implica…
Modern Theories of Language
Whose Expertise Is It? Evidence for Autistic Adults as Critical Autism Experts
Autistic and non-autistic adults' agreement with scientific knowledge about autism, how they define autism, and their endorsement of stigmatizing conceptions of autism has not previously been examined. Using an online survey, we assessed autism knowledge and stigma among 636 adults with varied relationships to autism, including autistic people and nuclear family members. Autistic participants exhibited more scientifically based knowledge than oth…
Linguistic and socio-cognitive predictors of school-age children’s narrative evaluations about jealousy
This study investigated children’s narrative evaluations about jealousy in relation to performance on a higher-order perspective-taking task and assessments of receptive vocabulary and nonverbal intelligence. Eighty children (5;0–11;11) narrated a wordless picture book about a jealous frog, answered probe questions about the plot, and generated a personal narrative about a situation where they had felt like the frog. Each task was coded for evalu…
Encouraging usage of an endangered ancestral language
Many ancestral languages (AL) are at imminent risk of extinction due to societal changes that pressure minority communities to assimilate with dominant cultures and forego usage of their AL. This study aimed to encourage caregiver–child dyads to converse in Lazuri, an endangered AL in Rize, Turkey. Dyads ( N = 59; child age M = 30.7 months, range 15–48) were asked to speak Lazuri while playing with culturally appropriate toys for 20minutes. Utter…
Distributional Effects and Individual Differences in L2 Morphology Learning
Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and verbal working memory. Over three sessions, 54 adults were exposed to a Russian case-marking paradig…
Psychology (38 works) · Linguistics (28 works) · Cognitive psychology (18 works) · Computer Science (16 works) · Language Development and Disorders (16 works) · Reading and Literacy Development (15 works) · Developmental psychology (11 works) · Neurobiology of Language and Bilingualism (11 works) · Language acquisition (9 works) · Artificial Intelligence (8 works)