The declarative/explicit memory system, involving the hippocampus and medial temporal lobe structures, is thought to be mainly in charge of the conscious learning, storage and recollection of factual information ( Henke, 2010 Squire and Wixted, 2011 Ullman, 2016). Traditionally, memory has been divided into two well-studied systems when considered in relation to language learning: declarative/explicit memory and procedural/implicit memory 1. This means that memory plays an essential role in language learning, knowledge and use ( Ullman, 2016). Learning a language involves storing vast amounts of information. Taken together, these results cast doubts on the common assumption that L1 grammar learning depends almost entirely on implicit memory and align with the claims of usage-based models of language acquisition that grammatical and lexical knowledge depend on the same cognitive mechanisms. Results revealed strong relationships between phonological short-term memory and explicit associative memory on the one hand and the three language tasks on the other hand, and no relation between linguistic performance and implicit memory.
#Ultimate vocabulary 2013 serial#
low) took part in three language tasks which assessed grammar, vocabulary and collocational knowledge, as well as phonological short-term memory (assessed using a forward digit-span task), explicit associative memory (assessed using a paired-associates task) and implicit memory (assessed using a deterministic serial reaction time task). Two groups of native speakers of English with different levels of academic attainment (i.e., high vs.
The present paper examines the relationship between explicit and implicit memory and ultimate attainment in the native language. 2Department of English Language and Linguistics, University of Birmingham, Birmingham, United Kingdom.1Chair of Language and Cognition, Department of English and American Studies, Friedrich Alexander University Erlangen-Nuremberg, Erlangen, Germany.
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