{"pk":25372,"title":"Applying for National Science Foundation Funding in Cognitive Science:\nCognition, Computation, Development, Education, and Neuroscience","subtitle":null,"abstract":"Variation in second language acquisition is evident from earliest stages. This study examined effects of learning tasks (retrieval practice, comprehension, verbal repetition) on comprehension of Turkish as a new language. Undergraduates (N = 156) engaged with Turkish spoken dialogues in a computer-assisted language learning session via Zoom, with learning tasks manipulated between-subjects. Participants completed pre/posttests assessing comprehension of Turkish number and case marking, a vocabulary test, and open-response questions gauging explicit awareness. The retrieval-practice group showed highest performance overall, after controlling for significant effects of nonverbal ability and pretest. For comprehension of number/case marking, the comprehension group performed comparably to the retrieval-practice group. For vocabulary comprehension, the verbal-repetition group performed comparably to the retrieval-practice group. Differential performance associated with learning tasks indicates benefits of testing and production and aligns with transfer-appropriate processing. As predicted by the noticing hypothesis, explicit awareness of number and case marking correlated with comprehension accuracy.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"cognitive science; research funding; grants;\nworkshop; National Science Foundation"}],"section":"Workshops","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8pm9c4rn","frozenauthors":[{"first_name":"Anne","middle_name":"","last_name":"Cleary","name_suffix":"","institution":"Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences, NSF","department":""},{"first_name":"Hector","middle_name":"","last_name":"Avila-Munoz","name_suffix":"","institution":"Division of Information and Intelligent Systems, Directorate for Computer & Information Science & Engineering, NSF","department":""},{"first_name":"Evan","middle_name":"","last_name":"Heit","name_suffix":"","institution":"Division of Research on Learning, Directorate for Education & Human Resources, NSF","department":""},{"first_name":"Chris","middle_name":"","last_name":"Hoadley","name_suffix":"","institution":"Division of Information and Intelligent Systems, Directorate for Computer & Information Science & Engineering, Division of Research on Learning, Directorate for Education & Human Resources, NSF","department":""},{"first_name":"Laura","middle_name":"","last_name":"Namy","name_suffix":"","institution":"Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences, NSF","department":""},{"first_name":"Alumit","middle_name":"","last_name":"Ishai","name_suffix":"","institution":"Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences, NSF","department":""},{"first_name":"Betty","middle_name":"","last_name":"Tuller","name_suffix":"","institution":"Division of Behavioral and Cognitive Sciences, Directorate for Social, Behavioral & Economic Sciences, NSF","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25372/galley/14996/download/"}]}