Relationship between attentional processing of input and working - - PowerPoint PPT Presentation
Relationship between attentional processing of input and working Bimali Indrarathne memory: an eye- Judit Kormos tracking study Lancaster University Background Attention Attention is taking possession by the mind, in clear and vivid
Bimali Indrarathne Judit Kormos Lancaster University
Attention is “taking possession by the mind, in clear and vivid form, of one out of what seem several simultaneously possible objects or trains
Understanding of one’s experiences (Max Velmans, 2009; Nagel, 1974)
Attention with consciousness Attention without consciousness WM
comprehension of L2 input processing and encoding this perceived input into long-term memory directing learners’ attention to the relevant features of the input
Working memory & input processing
Central Executive Phonological loop Visuospatial sketchpad Episodic buffer
temporary store articulatory information temporary store visual and spatial information coordinating the subsidiary memory system switching attention controlling encoding retrieval strategies Inhibition Monitoring & updating temporary store combine information from different sections
Working memory components assessed Learning conditions Outcome measures Relationship with WM components
Ellis & Sinclair (1996) PSTM Implicit Implicit Explicit knowledge Implicit knowledge Significant Significant Williams & Lovatt (2003) PSTM Implicit Explicit knowledge Significant Martin & Ellis (2012) PSTM Implicit Explicit knowledge Significant Grey et al. (2015) PSTM Implicit Implicit Implicit knowledge Explicit knowledge Non-significant Non-significant Santamaria and Sunderman (2015) PSTM Explicit Explicit Significant Robinson (2005) PSTM Explicit Implicit Explicit Implicit Significant Non-significant Tagarelli, Borges Mota and Rebuschat (2011, 2015) PSTM Complex WM Explicit Implicit Implicit Implicit Non-significant Non-significant
? ? ? ?
Explicit knowledge Implicit knowledge Explicit condition √ x Implicit condition ? ?
P R E T E S T P O S T T E S T Control group unenhanced unenhanced unenhanced enhanced only enhanced only enhanced only enhanced + instructions enhanced + instructions enhanced + instructions enhanced + instructions enhanced + instructions enhanced + instructions PPT- explicit explanation W O R K I N G M E M O R Y T E S T S
A B C D
How the functioning of WM including both
How the functioning of the WM including
100 undergraduates at a Sri Lankan
Age between 18-22 First language Sinhala speakers Had been learning English as an L2 B1/low B2 level of proficiency 20 in a group
Three stories
Controlled for length, word frequency Target construction– causative ‘had’ –
E.g. I had my car repaired (BNC)
7 examples in each story – 21 in total Every other day for one week (3 times)
Tobii X2-60 portable eye tracker fixed to a
Slides were prepared on PowerPoint first: 24-
Areas of Interest (AOI) - example of the
All words of the AOI placed in one line
Sentence Reconstruction items (6/20) –
Sarah got someone to print invitation cards for her party.
Sarah had .....................................
Timed Grammaticality Judgement items
My dad had his lunch delivered to his office yesterday. Correct/Incorrect
Free writing task Examples from BNC Controlled for length
Forward digit-span
Phonological loop
Plus-minus task
Switching
Keep-track task
Updating
Stroop task
inhibition
Functions of the CE
Eye-tracking data
Total fixation duration on AOIs (TFD) Difference between observed and expected
total fixation duration – as a proportion of the whole page based on the number of syllables (ΔOE)
WM test data Pre/post test data
Groups comparable in terms of WM
Correlational analysis of WM test scores Factor analysis – composite score for
Keep- track Plus- Minus Stroop Digit span .818** .112
Keep-track .119
Plus-Minus
How is the functioning of WM including
Whole sample
SR gain score GJ gain score Digit Span Spearman rho .570* .648* p <.001 <.001 Keep Track Spearman rho .519* .576* p <.001 <.001 Stroop Spearman rho
p <.001 <.001
Instruction to pay attention
interaction effect between the treatment condition and the composite WM score (Wald χ2 = 23.089, p <.001) the unenhanced group statistically different from enhanced+instructions (β=1.105, p <.001) and the enhanced+instructions+explanation group (β=.973, p <.001).
How the functioning of the WM including
Digit Span Keep track Stroop Mean TFD Spearman rho .250 .279
p .097 .064 .040 Mean ΔOE Spearman rho .327* .394*
p .028 .007 .038
Instruction to pay attention interaction effect (Wald χ2 = 34.49, p <.001) unenhanced group statistically different from enhanced+ instructions (β=.274, p=.042) and enhanced+ instructions+ explanation groups (β=.723, p <.001).
Instruction to pay attention unenhanced group statistically different from enhanced+ instructions (β=.395, p=.001 ) and enhanced+ instructions+ explanation groups (β=.608, p <.001). Interaction effect Wald χ2 = 29.178, p <.001
Phonological loop + Central Executive
Attention regulation Explicit input/ Implicit knowledge Implicit input/ Implicit knowledge Explicit input/ Explicit knowledge
Linck, Osthus, Koeth and Bunting (2013) Ellis & Sinclair (1996) Robinson (2005)
Implicit input/ Explicit knowledge
Ahmadian (2015)
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