Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

English (EN)·Polski (PL)·Yкраїнський (UK)
Przejdź do strony domowej biblioteki Centralna Biblioteka Wojskowa Link otwiera się w nowym oknie Logo biblioteki Prolib Integro - strona głównaCentralna Biblioteka Wojskowa

Wyszukujesz frazę "working memory" wg kryterium: Temat

  Lista filtrów
Wyrównaj
    Wyświetlanie 1-6 z 6
    Tytuł:
    Polish Nonword Span (PNWSPAN): A new tool for measuring phonological loop capacity
    Autorzy:
    Biedroń, Adriana
    Powiązania:
    https://bibliotekanauki.pl/articles/913094.pdf
    Data publikacji:
    2019-07-11
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    working memory
    phonological loop
    nonword repetition
    Opis:
    The phonological loop, which is a component of working memory, is considered to be one of the most significant factors affecting L1 and L2 learning. In order to measure this construct properly, a reliable instrument in the native language of the participants is needed. The purpose of this paper is to present the Polish Nonword Span PNWSPAN, which is a tool constructed to measure verbal working memory, in particular the phonological loop, in the case of adults. The article presents the theoretical framework of the study and the process of construction of the test, namely its structure, scoring and validation procedure.
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 309-327
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish Listening SPAN: A new tool for measuring verbal working memory
    Autorzy:
    Zychowicz, Katarzyna
    Biedroń, Adriana
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780475.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    working memory
    central executive
    listening span
    Opis:
    Individual differences in second language acquisition (SLA) encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN) as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 4; 601-618
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Polish Nonword Span (PNWSPAN): A new tool for measuring phonological loop capacity
    Autorzy:
    Zychowicz, Katarzyna
    Biedroń, Adriana
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/913084.pdf
    Data publikacji:
    2018-12-07
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    working memory
    phonological loop
    nonword repetition
    Źródło:
    Glottodidactica. An International Journal of Applied Linguistics; 2018, 45, 2; 309-327
    0072-4769
    Pojawia się w:
    Glottodidactica. An International Journal of Applied Linguistics
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Language aptitude: Desirable trait or acquirable attribute?
    Autorzy:
    Singleton, David
    Powiązania:
    https://bibliotekanauki.pl/articles/781011.pdf
    Data publikacji:
    2017
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    aptitude
    working memory
    experience
    language aptitude tests
    instruction
    Opis:
    The traditional definition of language aptitude sees it as “an individual’s initial state of readiness and capacity for learning a foreign language, and probable facility in doing so given the presence of motivation and opportunity” (Carroll, 1981, p. 86). This conception portrays language aptitude as a trait, in the sense of exhibiting stability over long periods of time and being immune to training. The trait view of language aptitude tends towards the notion that it is innate, and indeed language aptitude has often been associated with the popular notion of a “gift for languages” (cf. Rosenthal, 1996, p. 59). The view of language aptitude as an innate trait has, however, long been questioned (see e.g., Neufeld, 1978). Recently, this questioning has intensified (see Singleton, 2014), especially since the development of a widespread consensus that working memory needs to be recognized as an important component of language aptitude (see Wen, 2016). Working memory was also once thought of as a trait, but is now recognized as susceptible to the influence of experience and instruction (see e.g., Williams, 2012). The present paper will track the trajectory of the above theoretical discussion and will explore the implications of the stage it has now reached.
    Źródło:
    Studies in Second Language Learning and Teaching; 2017, 7, 1; 89-103
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality
    Autorzy:
    Biedroń, Adriana
    Pawlak, Mirosław
    Powiązania:
    https://bibliotekanauki.pl/articles/780933.pdf
    Data publikacji:
    2016
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    intelligence
    foreign language aptitude
    working memory
    personality
    Opis:
    While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
    Źródło:
    Studies in Second Language Learning and Teaching; 2016, 6, 3; 395-422
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Working memory and second language development: A complex, dynamic future?
    Autorzy:
    Jackson, Daniel O.
    Powiązania:
    https://bibliotekanauki.pl/articles/780862.pdf
    Data publikacji:
    2020
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    individual differences
    working memory
    complex dynamic systems theory
    second language development
    theoretical complementarity
    Opis:
    Working memory (WM) is inherently dynamic and complex, being a multi-faceted system that links storage and processing components; yet it is widely understood as internal. Hence, in second language (L2) research, its connection to complex dynamic systems theory (CDST) remains underspecified. This paper seeks to bridge a gap between CDST and WM in L2 research. First, definitions of WM are reviewed, along with evidence for its relationship to L2 outcomes. Next, a brief overview of CDST highlights its metatheoretical and methodological implications. Three perspectives are presented to illustrate how WM can be viewed in terms of major tenets in CDST. These consider WM effects as: (1) context-dependent, (2) interrelated with those of other variables, and (3) amenable to change across the lifespan. Despite this reappraisal, numerous challenges remain. Thus, in addition to noting research opportunities, the paper also considers measurement issues, such as the determination of boundaries and selection of appropriate timescales. In closing, while WM studies have shown its influence on L2 proficiency and processing, to more fully understand its dynamic nature, what is needed is further research on the reciprocal influences of bilingual development and changes in WM components, such as control of attention.
    Źródło:
    Studies in Second Language Learning and Teaching; 2020, 10, 1; 89-109
    2083-5205
    2084-1965
    Pojawia się w:
    Studies in Second Language Learning and Teaching
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

      Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies