Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 30322,
    "title": "Cognitive Principles In The Design Of Computer Tutors",
    "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": "Education; Linguistics; Psychology; Instruction and teaching; Language acquisition; Language Comprehension; Language understanding; Learning; Morphology; Skill acquisition and learning; Computer-based"
        }
    ],
    "section": "Invited Addresses",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/0d07z172",
    "frozenauthors": [
        {
            "first_name": "John",
            "middle_name": "R.",
            "last_name": "Anderson",
            "name_suffix": "",
            "institution": "Carnegie-Mellon University",
            "department": ""
        },
        {
            "first_name": "C.",
            "middle_name": "Franklin",
            "last_name": "Boyle",
            "name_suffix": "",
            "institution": "Carnegie-Mellon University",
            "department": ""
        },
        {
            "first_name": "Robert",
            "middle_name": "",
            "last_name": "Farrell",
            "name_suffix": "",
            "institution": "Carnegie-Mellon University",
            "department": ""
        },
        {
            "first_name": "Brian",
            "middle_name": "",
            "last_name": "Reiser",
            "name_suffix": "",
            "institution": "Carnegie-Mellon University",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "1984-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30322/galley/20176/download/"
        }
    ]
}