{"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/"}]}