Grammar Task Research Articles

Exploring the longitudinal relationships between the use of grammar in text messaging and performance on grammatical tasks

Research has demonstrated that use of texting slang (textisms) when text messaging does not appear to impact negatively on children’s literacy outcomes and may even benefit children’s spelling attainment. However, less attention has been paid to the impact of text messaging on the development of children’s and young people’s understanding of grammar. This study therefore examined the interrelationships between children’s and young adults’ tendency to make grammatical violations when texting and their performance on formal assessments of spoken and written grammatical understanding, orthographic processing and spelling ability over the course of 1 year. Zero-order correlations showed patterns consistent with previous research on textism use and spelling, and there was no evidence of any negative associations between the development of the children’s performance on the grammar tasks and their use of grammatical violations when texting. Adults’ tendency to use ungrammatical word forms (‘does you’) was positively related to performance on the test of written grammar. Grammatical violations were found to be positively associated with growth in spelling for secondary school children. However, not all forms of violation were observed to be consistently used in samples of text messages taken 12 months apart or were characteristic of typical text messages. The need to differentiate between genuine errors and deliberate violation of rules is discussed, as are the educational implications of these findings.

STDP installs in Winner-Take-All circuits an online approximation to hidden Markov model learning.

In order to cross a street without being run over, we need to be able to extract very fast hidden causes of dynamically changing multi-modal sensory stimuli, and to predict their future evolution. We show here that a generic cortical microcircuit motif, pyramidal cells with lateral excitation and inhibition, provides the basis for this difficult but all-important information processing capability. This capability emerges in the presence of noise automatically through effects of STDP on connections between pyramidal cells in Winner-Take-All circuits with lateral excitation. In fact, one can show that these motifs endow cortical microcircuits with functional properties of a hidden Markov model, a generic model for solving such tasks through probabilistic inference. Whereas in engineering applications this model is adapted to specific tasks through offline learning, we show here that a major portion of the functionality of hidden Markov models arises already from online applications of STDP, without any supervision or rewards. We demonstrate the emergent computing capabilities of the model through several computer simulations. The full power of hidden Markov model learning can be attained through reward-gated STDP. This is due to the fact that these mechanisms enable a rejection sampling approximation to theoretically optimal learning. We investigate the possible performance gain that can be achieved with this more accurate learning method for an artificial grammar task.

Implicit learning in aphasia: Evidence from serial reaction time and artificial grammar tasks

Implicit learning in aphasia: Evidence from serial reaction time and artificial grammar tasks

The role of ESP courses in general English proficiency

The purpose of the present paper is the study of the interaction between learning English for Specific Purposes (ESP), in particular, English for the Financial Sector, and general English proficiency. The research examines the effects of an ESP course being taught for a year on the students' general English proficiency.Two sets of tests were prepared for that purpose and administered to 30 first-year students of finance and law. The students took the placement test twice, at the beginning and at the end of the school year. To monitor test performance over a research period, a parallel form measuring the same competences was administered at the beginning of the second semester. In the test development process a special consideration has been paid to the level of difficulty and its relation to the students' prior educational context. Drawing on the National State Matura exams the test is set at Common European Framework of Reference for Languages (CEFR) Level B2. As regards its content the test is comprised of reading comprehension tasks (multiple matching, multiple-choice cloze, gapped text) and grammar tasks aiming to examine lexical and grammatical competence.There were two major assumptions in this study: 1) Learning ESP can improve students' general English proficiency, and 2) There is a more substantial improvement in lexical competence as compared to the improvement in grammatical competence.There is strong evidence in support of the first hypothesis, whereas for the second one the results were ambiguous. After major findings are presented and discussed, implications for ESP teaching are given in closing.

Learning grammatical gender: The use of rules by novice learners

ABSTRACTTwo experiments successfully trained novices to categorize French nouns by grammatical gender, resulting in high levels of performance after delay. Training with a frequent exemplar and training with a more diverse exemplar set led to equivalent learning. However, providing explicit rules with correctness feedback led to better generalization and retention than did correctness feedback alone or feature focusing without explicit rule information. This suggests that, at least for some grammar tasks, explicit information about form–function mappings improves learning. Moreover, the advantage of rule instruction was robust to testing and training under time pressure. Thus, rule instruction may be helpful even when speeded performance is required, supporting the prediction that practice leads to proceduralization of declarative grammatical knowledge.

Recoding and representation in artificial grammar learning

We apply an exemplar model of memory to explain performance in the artificial grammar task. The model blends the convolution-based method for representation developed in Jones and Mewhort's BEAGLE model of semantic memory (Psychological Review 114:1-37, 2007) with the storage and retrieval assumptions in Hintzman's MINERVA 2 model of episodic memory (Behavior Research Methods, Instruments, and Computers, 16:96-101, 1984). The model captures differences in encoding to fit data from two experiments that document the influence of encoding on implicit learning. We provide code so that researchers can adapt the model and techniques to their own experiments.

The Novel Use of Objective Laboratory School Tasks to Measure Stress Responses in Children with ADHD

Objective: To pilot the novel use of 2 existing laboratory school measures—the Permanent Product Measure of Performance (PERMP) and the Grammar Task—as provoking stimuli of stress, and to observe the effects of medication and stress on children with attention–deficit/hyperactivity disorder (ADHD). Methods: Children received individually determined optimal doses of an oral methylphenidate stimulant medication on 1 of 2 consecutive modified laboratory school days, which is a setting that is known for being a reliable measure of the exact timing of treatment effects. Blood pressure and heart rate measurements collected after administration of the PERMP, an ability–adjusted math test, were presumed to be stress related when compared with baseline data. In addition, children ranked their stress levels on a stress rating scale and completed the Grammar Task as a measure of academic performance. Results: Seven subjects enrolled in and completed the study. The results suggest that children with ADHD demonstrate a decreased stress response when medicated, as measured by blood pressure, heart rate, and academic performance. Conclusion: Completion of a more difficult PERMP was associated with an increased stress response. This study supports an expanded use of both the PERMP and Grammar Task. Future controlled studies should include larger samples and other indicants of stress responses, particularly peripherally circulating catecholamine levels.

An exemplar model of performance in the artificial grammar task: Holographic representation.

We apply a multitrace model of memory to explain performance in the artificial grammar task. The model blends the convolution method for representation from Jones and Mewhort's BEAGLE model (Jones, M. N., & Mewhort, D. J. K. (2007). Representing word meaning and order information in a composite holographic lexicon. Psychological Review, 114, 1-37) of semantic memory with the multitrace storage and retrieval model from Hintzman's MINERVA 2 model (Hintzman, D. L. (1986). "Schema abstraction" in a multiple-trace memory model. Psychological Review, 93, 411-428) of episodic memory. We report an artificial grammar experiment, and we fit the model to those data at the level of individual items. We argue that performance in the artificial grammar task is best understood as a process of retrospective inference from memory.

The Effects of the Corpus-Based Grammar Tasks on High School Students' English Grammar Learning and Attitude

The Effects of the Corpus-Based Grammar Tasks on High School Students' English Grammar Learning and Attitude

Two Case Studies in Phonological Universals: A View from Artificial Grammars

This article summarizes the results of two experiments that use artificial grammar learning in order to test proposed phonological universals. The first universal involves limits on precedence-modification in phonological representations, drawn from a typology of ludlings (language games). It is found that certain unattested precedence-modifying operations in ludlings are also dispreferred in learning in experimental studies, suggesting that the typological gap reflects a principled and universal aspect of language structure. The second universal involves differences between vowels and consonants, and in particular, the fact that phonological typology finds vowel repetition and harmony to be widespread, while consonants are more likely to dissimilate. An artificial grammar task replicates this bias in the laboratory, suggesting that its presence in natural languages is not due to historical accident but to cognitive constraints on the form of linguistic grammars.

Learnability of Embedded Syntactic Structures Depends on Prosodic Cues

The ability to process center-embedded structures has been claimed to represent a core function of the language faculty. Recently, several studies have investigated the learning of center-embedded dependencies in artificial grammar settings. Yet some of the results seem to question the learnability of these structures in artificial grammar tasks. Here, we tested under which exposure conditions learning of center-embedded structures in an artificial grammar is possible. We used naturally spoken syllable sequences and varied the presence of prosodic cues. The results suggest that mere distributional information does not suffice for successful learning. Prosodic cues marking the boundaries of the major relevant units, however, can lead to learning success. Thus, our data are consistent with the hypothesis that center-embedded syntactic structures can be learned in artificial grammar tasks if language-like acoustic cues are provided.

The relationship between explicit and implicit learning processes and probable pathological gambling

This paper reports the findings of a study of explicit and implicit learning and gambling with non-problem (n = 107), sub-clinical problem gamblers (n = 13), and probable pathological gamblers (n = 46). Two probability learning tasks modeled after gambling games and an artificial grammar task were used to explore how people learn patterns. In each of the two probability learning tasks, the outcome of the game was biased during the first part (learning phase) of the task. The results showed that many of the participants in the experimental conditions learned the bias and gradually unlearned the bias during the extinction phase of the study. Probable pathological gamblers showed less retention of the bias during two probability tasks and repeated the same errors during the artificial grammar task suggesting that they emphasize explicit learning strategies rather than implicit learning strategies. The results are consistent with the idea that pathological gamblers are more likely to utilize explicit rules than implicit rules.

Gambling on the unconscious: A comparison of wagering and confidence ratings as measures of awareness in an artificial grammar task

We explore three methods for measuring the conscious status of knowledge using the artificial grammar learning paradigm. We show wagering is no more sensitive to conscious knowledge than simple verbal confidence reports but is affected by risk aversion. When people wager rather than give verbal confidence they are less ready to indicate high confidence. We introduce a “no-loss gambling” method which is insensitive to risk aversion. We show that when people are just as ready to bet on a genuine random process as their own classification decisions, their classifications are still above baseline, indicating knowledge participants are not aware of having. Our results have methodological implications for any study investigating whether people are aware of knowing.

Neural circuits of hierarchical visuo-spatial sequence processing

Sequence processing has been investigated in a number of studies using serial reaction time tasks or simple artificial grammar tasks. Little, however, is known about higher-order sequence processing entailing the hierarchical organization of events. Here, we manipulated the regularities within sequentially occurring, non-linguistic visual symbols by applying two types of prediction rules. In one rule (the adjacent dependency rule), the sequences consisted of alternating items from two different categories. In the second rule (the hierarchical dependency rule), a hierarchical structure was generated using the same set of item types. Thus, predictions about non-adjacent elements were required for the latter rule. Functional Magnetic Resonance Imaging (fMRI) was used to investigate the neural correlates of the application of the two prediction rules. We found that the hierarchical dependency rule correlated with activity in the pre-supplementary motor area, and the head of the caudate nucleus. In addition, in a hypothesis-driven ROI analysis in Broca's area (BA 44), we found a significantly higher hemodynamic response to the hierarchical dependency rule than to the adjacent dependency rule. These results suggest that this neural network supports hierarchical sequencing, possibly contributing to the integration of sequential elements into higher-order structural events. Importantly, the findings suggest that Broca's area is also engaged in hierarchical sequencing in domains other than language.

Domain-specific learning of grammatical structure in musical and phonological sequences

Artificial grammar learning depends on acquisition of abstract structural representations rather than domain-specific representational constraints, or so many studies tell us. Using an artificial grammar task, we compared learning performance in two stimulus domains in which respondents have differing tacit prior knowledge. We found that despite grammatically identical sequence structures, learning was better for harmonically related chord sequences than for letter name sequences or harmonically unrelated chord sequences. We also found transfer effects within the musical and letter name tasks, but not across the domains. We conclude that knowledge acquired in implicit learning depends not only on abstract features of structured stimuli, but that the learning of regularities is in some respects domain-specific and strongly linked to particular features of the stimulus domain.

What's the Problem? L2 Learners' Use of the L1 During Consciousness‐Raising, Form‐Focused Tasks

This qualitative study provides preliminary insight into the role of the first language (L1) when pairs of intermediate‐level college learners of French and Spanish are engaged in consciousness‐raising, form‐focused grammar tasks. Using conversation analysis of audiotaped interactions and stimulated recall sessions, we explored the ways students used the L1 and their second language (L2) to solve a grammar problem. Students who were allowed to use the L1 (Group 1) worked collaboratively in a balanced and coherent manner; students who were required to use the L2 (Group 2) exhibited fragmented interaction and little evidence of collaboration. Findings from the stimulated recall sessions suggested that reading, thinking, and talking appeared to be simultaneous and integrated processes for the students in Group 1, whereas these processes appeared to be sequential and competing for the students in Group 2. In addition to suggesting that using the L1 for these kinds of tasks reduces cognitive overload, these findings invite teachers to tackle the “problem” of the L1 in the foreign language classroom.

Impaired implicit learning in schizophrenia.

Schizophrenia patients consistently show deficits on tasks of explicit learning and memory. In contrast, their performance on implicit processing tasks often appears to be relatively intact, although most studies have focused on implicit learning of motor skills. This study evaluated implicit learning in 59 medicated schizophrenia outpatients and 43 controls using 2 different cognitive skill tasks. Participants completed a probabilistic classification task to assess procedural habit learning and an artificial grammar task to assess incidental learning of complex rule-based knowledge, as well as an explicit verbal learning and memory task. In addition to performing worse than controls on the explicit learning task, patients showed worse overall performance on the probabilistic classification task, which involves gradual learning through trial-by-trial performance feedback. However, patients and controls showed similar levels of learning on the artificial grammar task, suggesting a preserved ability to acquire complex rule-based knowledge in the absence of performance feedback. Discussion focuses on possible explanations for schizophrenia patients' poor probabilistic classification task performance.

Learner Metalinguistic Reflections Following Output-oriented and Reflective Activities

Several researchers have found that the type of task and learners' level of L2 proficiency are major determinants of the type and amount of metatalk. This paper is the first attempt to investigate potential interactions among the type of metatalk, the type of task and learners' level of L2 proficiency. Intermediate and advanced Japanese learners of English were asked to write about how they solved one of two ‘output-oriented’ exercises (translation and scrambled sentence). Then both groups received explicit feedback in the form of correct solution. Following this, both groups wrote about their thinking processes when they had received the feedback. In the written reflections about how the participants solved the exercises, there was an interaction between the type of exercise and level of L2 proficiency for both intermediate and advanced groups. In contrast, the type of exercise was the major determinant of the type and amount of the written reflections on their reactions to the feedback. These findings provide empirical support for the Output Hypothesis, and have pedagogical implications for the choice of output-oriented grammar tasks.

Teaching grammar as a liberating force

The idea of grammar as a ‘liberating force’ comes from a paper by Henry Widdowson (1990) in which grammar is depicted as a resource which liberates the language user from an over-dependency on lexis and context for the expression of meaning. In this paper, I consider the implications for second language teaching of the notion of grammar as a liberating force, and identify three key design features which, I propose, need to be present in any grammar production task in which this notion is given prominence. These are: learner choice over which grammatical structures to use; a process of ‘grammaticization’ where the learners apply grammar to lexis; and opportunities to make comparisons and notice gaps in their use of grammar. I then discuss, with practical examples, types of grammar task which exhibit these features. These tasks all derive from traditional ELT practice, but have been revitalized to support an approach to teaching grammar which emphasizes its liberating potential.

Post-decision wagering objectively measures awareness

The lack of an accepted measure of awareness has made claims that accurate decisions can be made without awareness controversial. Here we introduce a new objective measure of awareness, post-decision wagering. We show that participants fail to maximize cash earnings by wagering high following correct decisions in blindsight, the Iowa gambling task and an artificial grammar task. This demonstrates, without the uncertainties associated with the conventional subjective measures of awareness (verbal reports and confidence ratings), that the participants were not aware that their decisions were correct. Post-decision wagering may be used to study the neural correlates of consciousness.