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The following study uses a bilingual version of the Deese-Roediger-McDermott (DRM) false memory paradigm (Deese 1959; Roediger & McDermott 1995) to investigate conceptual mediation in second language (L2) learners. In this paradigm, participants are exposed to a list of words (e.g. bed, rest, dream, etc.) that are highly associated to a critical lure word that is not presented (e.g. sleep). Later, when asked to recall the words presented, participants will often falsely recall the critical lure that was implicitly generated in memory during encoding. Participants were native English-speaking learners of Spanish (N = 241) with varying proficiency in Spanish. The results suggest that proficiency constrains conceptual mediation. Theoretical and pedagogical implications are discussed.

Second language acquisition --- Priming (Psychology) --- Psycholinguistics --- Methodology --- Psycholinguistics. --- Tweedetaalverwerving --- Psycholinguistiek --- Methodology. --- research --- methodologie --- priming --- Languages & Literatures --- Philology & Linguistics --- Priming (Psychology). --- research. --- methodologie. --- priming. --- Language, Psychology of --- Language and languages --- Psychology of language --- Speech --- Second language learning --- Psychological aspects --- Psychology --- Linguistics --- Thought and thinking --- Language acquisition --- Memory --- Association of ideas --- Didactics of languages --- Second language acquisition - Methodology

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This chapter reports on a study of video-based narrative retellings, in which the major variables are degree of structure and the nature of the processing conditions under which the retellings were done. The two variables were manipulated in a 4 × 4 design. Four Mr. Bean video clips were used, with different levels of structure, ranging from no structure to a clear, well organised problem-solution structure. In addition to a control group, there were two online processing conditions (opportunity to pause, and provision of a summary before the task), and one offline Watch-then-Tell condition. The results of the study show that two of the online conditions had some mitigating influence, that is, the opportunity to pause the video, and the provision of a summary before the video was seen. More structured narratives and less pressured processing conditions produced more accurate and more complex performances. The same influences lead to less end-of-clause pausing but more reformulations. The results are discussed in terms of the Levelt model of speaking, applied to second language performance.

Language and languages --- Task analysis in education. --- Competence and performance (Linguistics) --- Second language acquisition. --- Second language acquisition --- Cognitive learning. --- Psycholinguistics. --- Second language learning --- Language acquisition --- Performance and competence (Linguistics) --- Creativity (Linguistics) --- Generative grammar --- Psycholinguistics --- Analysis, Task (Education) --- Education --- Language, Psychology of --- Psychology of language --- Speech --- Linguistics --- Psychology --- Thought and thinking --- Learning --- Foreign language study --- Language and education --- Language schools --- Study and teaching. --- Methodology. --- Psychological aspects --- Task analysis in education --- Cognitive learning --- Study and teaching --- Methodology --- Language and languages Study and teaching --- Language and languages - Study and teaching --- Second language acquisition - Methodology