Hostname: page-component-745bb68f8f-lrblm Total loading time: 0 Render date: 2025-01-12T03:59:27.271Z Has data issue: false hasContentIssue false
  • English
  • Français

Text recall and use of advance organisers in first and second language

Published online by Cambridge University Press:  19 April 2022

Sara Dhaene  and
Evy Woumans Open the ORCID record for Evy Woumans [Opens in a new window]
Sara Dhaene
Affiliation:
Ghent University, Gent, Belgium
Evy Woumans*
Affiliation:
Ghent University, Gent, Belgium
*
*Corresponding author. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Previous research identified that studying texts in a second language (L2) as opposed to the first (L1) results in substantially weaker recall. We hypothesized that use of advance organizers (AOs) might attenuate this L2 recall cost by supporting L2 users in the construction of more solid memory representations. One hundred Dutch-English bilinguals studied two texts in either L1 or L2, and with or without the help of a mind map. The previously reported L2 cost was replicated, with lower recall scores in L2 relative to L1. Whereas L1 and L2 students were equally aided by AO use, the initial cost dissipated when comparing L2 test scores in the AO condition with those of L1 in the non-AO condition. We therefore conclude that employing AOs does not entirely diminish L2 disadvantages but brings L2 students up to the initial level of L1 students.

Type
Research Report
Information
Studies in Second Language Acquisition , Volume 45 , Issue 1 , March 2023 , pp. 264 - 275
Check for updates
Open Practices
Open data Open materials
Copyright
© The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267–272. https://doi.org/10.1037/h0046669.CrossRefGoogle Scholar
Bahrick, H. P., Bahrick, P. O., & Wittlinger, R. P. (1975). Fifty years of memory for names and faces: A cross-sectional approach. Journal of Experimental Psychology, 104, 54–75. https://doi.org/10.1037/0096-3445.104.1.54.CrossRefGoogle Scholar
Barr, D. J., Levy, R., Scheepers, C., & Tily, H. J. (2013). Random effects structure for confirmatory hypothesis testing: Keep it maximal. Journal of Memory and Language, 68, 255–278. https://doi.org/10.1016/j.jml.2012.11.001.CrossRefGoogle ScholarPubMed
Berger, S. A., Hall, L. K., & Bahrick, H. P. (1999). Stabilizing access to marginal and submarginal knowledge. Journal of Experimental Psychology: Applied, 5, 438–447. https://doi.org/10.1037/1076-898X.5.4.438.Google Scholar
Buzan, T., Buzan, B., & Harrison, J. (2010). The mind map book: Unlock your creativity, boost your memory, change your life. Pearson BBC Active.Google Scholar
Cop, U., Drieghe, D., & Duyck, W. (2015). Eye movement patterns in natural reading: A comparison of monolingual and bilingual reading of a novel. PloS One, 10, e0134008. https://doi.org/10.1371/journal.pone.0134008.CrossRefGoogle Scholar
Corsi, P. M. (1972). Human memory and the medial temporal region of the brain. Dissertation Abstracts International, 34, 891B.Google Scholar
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684. https://doi.org/10.1016/S0022-5371(72)80001-XCrossRefGoogle Scholar
Dirix, N., Vander Beken, H., De Bruyne, E., Brysbaert, M., & Duyck, W. (2020). Reading text when studying in a second language: An eye-tracking study. Reading Research Quarterly, 55, 371–397. https://doi.org/10.1002/rrq.277.CrossRefGoogle Scholar
Duan, H., Fernández, G., van Dongen, E., & Kohn, N. (2020). The effect of intrinsic and extrinsic motivation on memory formation: Insight from behavioral and imaging study. Brain Structure and Function, 225, 1561–1574. https://doi.org/10.1007/s00429-020-02074-x.CrossRefGoogle ScholarPubMed
Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the "mind map" study technique. Medical Education, 36, 426–431. https://doi.org/10.1046/j.1365-2923.2002.01205.x.CrossRefGoogle ScholarPubMed
Fecteau, M. L. (1999). First-and second-language reading comprehension of literary texts. The Modern Language Journal, 83, 475–493. https://doi.org/10.1111/0026-7902.00036.CrossRefGoogle Scholar
Francis, W. S., & Gutiérrez, M. (2012). Bilingual recognition memory: Stronger performance but weaker levels-of-processing effects in the less fluent language. Memory & Cognition, 40, 496–503. https://doi.org/10.3758/s13421-011-0163-3.CrossRefGoogle ScholarPubMed
Gollan, T. H., Montoya, R. I., Cera, C., & Sandoval, T. C. (2008). More use almost always a means a smaller frequency effect: Aging, bilingualism, and the weaker links hypothesis. Journal of Memory and Language, 58, 787–814. https://doi.org/10.1016/j.jml.2007.07.001.CrossRefGoogle Scholar
Grice, J. W., Medellin, E., Jones, I., Horvath, S., McDaniel, H., O’lansen, C., & Baker, M. (2020). Persons as effect sizes. Advances in Methods and Practices in Psychological Science, 3, 443–455. https://doi.org/10.1177/2515245920922982.CrossRefGoogle Scholar
Hartig, F. (2021). DHARMa: Residual diagnostics for hierarchical (multi-level/mixed) regression models. R package version 0.4.1. https://CRAN.R-project.org/package=DHARMaGoogle Scholar
Kintsch, W., & van Dijk, T. A. (1978). Towards a model of text comprehension and production. Psychological Review, 85, 363–394. https://doi.org/10.1037/0033-295X.85.5.363.CrossRefGoogle Scholar
Lemhöfer, K., & Broersma, M. (2012). Introducing LexTALE: A quick and valid lexical test for advanced learners of English. Behavior Research Methods, 44, 325–343. https://doi.org/10.3758/s13428-011-0146-0.CrossRefGoogle ScholarPubMed
Lüdecke, D. (2018). sjPlot: Data visualization for statistics in social science. R package version 2.8.7. https://CRAN.R-project.org/package=sjPlotGoogle Scholar
Luiten, J., Ames, W., & Ackerson, G. (1980). A meta-analysis of the effects of advance organizers on learning and retention. American Educational Research Journal, 17, 211–218. https://doi.org/10.3102/00028312017002211.CrossRefGoogle Scholar
Miller, A. C., & Keenan, J. M. (2011). Understanding the centrality deficit: Insight from foreign language learners. Memory & Cognition, 39, 873–883. https://doi.org/10.3758/s13421-010-0062-z.CrossRefGoogle ScholarPubMed
Murty, V. P., & Dickerson, K. C. (2017). Motivational influences on memory. In Recent Developments in Neuroscience Research on Human Motivation Advances in Motivation and Achievement (Vol. 19, 203–227). Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019019.CrossRefGoogle Scholar
Pérez, A., Hansen, L., & Bajo, T. (2019). The nature of first and second language processing: The role of cognitive control and L2 proficiency during text-level comprehension. Bilingualism: Language and Cognition, 22, 930–948. https://doi.org/10.1017/s1366728918000846.CrossRefGoogle Scholar
R Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. https://www.R-project.org/.Google Scholar
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x.CrossRefGoogle ScholarPubMed
Sandoval, T. C., Gollan, T. H., Ferreira, V. S., & Salmon, D. P. (2010). What causes the bilingual disadvantage in verbal fluency? The dual-task analogy. Bilingualism: Language and Cognition, 13, 231–252. https://doi.org/10.1017/S1366728909990514CrossRefGoogle Scholar
Schaal, S. (2010). Enriching traditional biology lectures-Digital concept maps and their influence on achievement and motivation. World Journal on Educational Technology, 2, 42–54.Google Scholar
Tulving, E. (1995). Organization of memory: Quo vadis? In Gazzaniga, M. S., The Cognitive Neurosciences (pp. 753–847). MIT Press.Google Scholar
van den Broek, P., Young, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. In van Oostendorp, H. & Goldman, S. R. (Eds.), The construction of mental representations during reading (pp. 71–98). Erlbaum.Google Scholar
Vander Beken, H., & Brysbaert, M. (2018). Studying in a second language: The importance of test type. Bilingualism: Language & Cognition, 21, 1062–1074. https://doi.org/10.1017/S1366728917000189.CrossRefGoogle Scholar
Vander Beken, H., Woumans, E., & Brysbaert, M. (2018). Studying texts in a second language: No disadvantage in long-term recognition memory. Bilingualism: Language & Cognition, 21, 826–836. https://doi.org/10.1017/S1366728917000360.CrossRefGoogle Scholar
Whitford, V., & Titone, D. (2012). Second-language experience modulates first- and second-language word frequency effects: Evidence from eye movement measures of natural paragraph reading. Psychonomic Bulletin & Review, 19, 73–80. https://doi.org/10.3758/s13423-011-0179-5CrossRefGoogle Scholar
Supplementary material: File

Dhaene and Woumans supplementary material

Dhaene and Woumans supplementary material

Download Dhaene and Woumans supplementary material(File)
File 3.9 MB