{"pk":31921,"title":"Imaging Studies of Vision, Attention and Language","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":[],"section":"Invited Symposia","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8nq550qv","frozenauthors":[{"first_name":"Helen","middle_name":"J.","last_name":"Neville","name_suffix":"","institution":"Department of Psychology, University of Oregon","department":""},{"first_name":"Marty","middle_name":"","last_name":"Sereno","name_suffix":"","institution":"Department of Cognitive Science, University of California-San Diego","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1996-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31921/galley/22986/download/"}]}