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Individual differences in incidental language learning: phonological working memory, learning styles and personality

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Individual differences in incidental language learning: phonological working memory, learning styles and personality. / Grey, Sarah; Williams, John N.; Rebuschat, Patrick.
In: Learning and Individual Differences, Vol. 38, 02.2015, p. 44-53.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Grey, S, Williams, JN & Rebuschat, P 2015, 'Individual differences in incidental language learning: phonological working memory, learning styles and personality', Learning and Individual Differences, vol. 38, pp. 44-53. https://doi.org/10.1016/j.lindif.2015.01.019

APA

Grey, S., Williams, J. N., & Rebuschat, P. (2015). Individual differences in incidental language learning: phonological working memory, learning styles and personality. Learning and Individual Differences, 38, 44-53. https://doi.org/10.1016/j.lindif.2015.01.019

Vancouver

Grey S, Williams JN, Rebuschat P. Individual differences in incidental language learning: phonological working memory, learning styles and personality. Learning and Individual Differences. 2015 Feb;38:44-53. Epub 2015 Feb 3. doi: 10.1016/j.lindif.2015.01.019

Author

Grey, Sarah ; Williams, John N. ; Rebuschat, Patrick. / Individual differences in incidental language learning : phonological working memory, learning styles and personality. In: Learning and Individual Differences. 2015 ; Vol. 38. pp. 44-53.

Bibtex

@article{2b82ed75101f4a838d0caddcad237873,
title = "Individual differences in incidental language learning: phonological working memory, learning styles and personality",
abstract = "We investigated whether learning of word order and morphological case interacts with three individual differences: phonological working memory, learning styles, and personality. Thirty-six participants engaged with a semi-artificial language during incidental exposure. Learning was assessed by acceptability judgment and picture-matching tasks immediately after exposure and two weeks later. Participants also completed learning style and personality surveys as well as two assessments of phonological working memory. The immediate results showed a significant learning effect on acceptability judgment only. No relationships were found for phonological working memory though effects did emerge for the extraversion personality trait and several learning styles. At delayed testing, results showed maintenance of learning on acceptability judgment and significant improvement on picture-matching. At delayed testing no relationships between performance and individual differences were found. Overall, the results indicate that language learning under incidental exposure is durable and is not strongly constrained by individual differences tested here.",
keywords = "Language learning, Learning styles, Personality, Working memory",
author = "Sarah Grey and Williams, {John N.} and Patrick Rebuschat",
year = "2015",
month = feb,
doi = "10.1016/j.lindif.2015.01.019",
language = "English",
volume = "38",
pages = "44--53",
journal = "Learning and Individual Differences",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Individual differences in incidental language learning

T2 - phonological working memory, learning styles and personality

AU - Grey, Sarah

AU - Williams, John N.

AU - Rebuschat, Patrick

PY - 2015/2

Y1 - 2015/2

N2 - We investigated whether learning of word order and morphological case interacts with three individual differences: phonological working memory, learning styles, and personality. Thirty-six participants engaged with a semi-artificial language during incidental exposure. Learning was assessed by acceptability judgment and picture-matching tasks immediately after exposure and two weeks later. Participants also completed learning style and personality surveys as well as two assessments of phonological working memory. The immediate results showed a significant learning effect on acceptability judgment only. No relationships were found for phonological working memory though effects did emerge for the extraversion personality trait and several learning styles. At delayed testing, results showed maintenance of learning on acceptability judgment and significant improvement on picture-matching. At delayed testing no relationships between performance and individual differences were found. Overall, the results indicate that language learning under incidental exposure is durable and is not strongly constrained by individual differences tested here.

AB - We investigated whether learning of word order and morphological case interacts with three individual differences: phonological working memory, learning styles, and personality. Thirty-six participants engaged with a semi-artificial language during incidental exposure. Learning was assessed by acceptability judgment and picture-matching tasks immediately after exposure and two weeks later. Participants also completed learning style and personality surveys as well as two assessments of phonological working memory. The immediate results showed a significant learning effect on acceptability judgment only. No relationships were found for phonological working memory though effects did emerge for the extraversion personality trait and several learning styles. At delayed testing, results showed maintenance of learning on acceptability judgment and significant improvement on picture-matching. At delayed testing no relationships between performance and individual differences were found. Overall, the results indicate that language learning under incidental exposure is durable and is not strongly constrained by individual differences tested here.

KW - Language learning

KW - Learning styles

KW - Personality

KW - Working memory

U2 - 10.1016/j.lindif.2015.01.019

DO - 10.1016/j.lindif.2015.01.019

M3 - Journal article

VL - 38

SP - 44

EP - 53

JO - Learning and Individual Differences

JF - Learning and Individual Differences

ER -