Explicit but Not Implicit Memory Predicts Ultimate Attainment in the Native Language

Frontiers in Psychology

article

Miquel Llompart¹  Ewa Dąbrowska¹ 

[1] Department of English and American Studies, Friedrich Alexander University Erlangen-Nuremberg;Department of English Language and Linguistics, University of Birmingham, United Kingdom

关键词: implicit memory;    explicit memory;    ultimate attainment;    individual differences;    declarative/procedural model;    usage-based models;   

DOI  :  10.3389/fpsyg.2020.569586

学科分类：社会科学、人文和艺术（综合）

来源: Frontiers

【 摘 要 】

The present paper examines the relationship between explicit and implicit memory and ultimate attainment in the native language. Two groups of native speakers of English with different levels of academic attainment (i.e., high vs. low) took part in three language tasks which assessed grammar, vocabulary and collocational knowledge, as well as phonological short-term memory (assessed using a forward digit-span task), explicit associative memory (assessed using a paired-associates task) and implicit memory (assessed using a deterministic serial reaction time task). Results revealed strong relationships between phonological short-term memory and explicit associative memory on the one hand and the three language tasks on the other hand, and no relation between linguistic performance and implicit memory. Taken together, these results cast doubts on the common assumption that L1 grammar learning depends almost entirely on implicit memory and align with the claims of usage-based models of language acquisition that grammatical and lexical knowledge depend on the same cognitive mechanisms.

【 授权许可】

CC BY