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Working Memory and Reactivity
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DOI：10.1111/j.1467-9922.2010.00573.x.png)
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摘要
En 中文
The present study explores the relationship between working memory capacity (WMC) and think-alouds, focusing on the issue of reactivity. Two WM span tasks (listening span and operation span) were administered to 42 English-speaking learners of Spanish. Learner performance on reading comprehension and written production was measured under two experimental conditions (think-aloud vs. non-think-aloud conditions). Results showed that think-alouds had negatively affected learner performance on reading comprehension, indicating the presence of reactive effects. Particularly interesting is the finding that reactive effects of think-alouds seem to have occurred in the course of rule learning among the high-WMC learners, but not among the low-WMC learners. The findings suggest that individual differences in WMC should be taken into careful consideration in future research that involves think-aloud protocols.
Keyword:
Second language acquisition (SLA)
working memory capacity (WMC)
reactivity
think-alouds
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