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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/275

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Title: The role of learner and input variables in learning inflectional morphology
Authors: Brooks, Patricia J.
Kempe, Vera
Sionov, Ariel
Affiliation: University of Abertay Dundee. School of Social and Health Sciences
Keywords: Morphology (Linguistics)
Second language learning
Issue Date: Apr-2006
Publisher: Cambridge University Press
Type: Journal Article
Refereed: peer-reviewed
Rights: Published version (c)Cambridge University Press, available from DOI: 10.1017/S0142716406060243
Citation: Brooks, P. J., Kempe, V. and Sionov, A. 2006. The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics. 27(2): pp.185-209. [Online] Available from: DOI: 10.1017/S0142716406060243
Abstract: To examine effects of input and learner characteristics on morphology acquisition, 60 adult English speakers learned to inflect masculine and feminine Russian nouns in nominative, dative, and genitive cases. By varying training vocabulary size (i.e., type variability), holding constant the number of learning trials, we tested whether learners required a “critical mass” of vocabulary to generalize case marking patterns to new nouns. Cattell's Culture-Fair IQ Test mediated the effect of type variability on success in generalizing case marking to new vocabulary: only participants with above-median Culture-Fair Test scores showed the predicted critical mass effect of better generalization with larger training vocabulary. These results demonstrate how individual differences in central executive functioning and attention allocation capacity can affect adult second language learning.
URI: http://hdl.handle.net/10373/275
ISSN: 0142-7164
Appears in Collections:Social & Health Sciences Collection

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