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dc.contributor.authorOrdin, Mikhail
dc.contributor.authorPolyanskaya, Leona
dc.contributor.authorSoto, David
dc.date.accessioned2020-04-06T09:53:42Z
dc.date.available2020-04-06T09:53:42Z
dc.date.issued2020
dc.identifier.citationOrdin, M., Polyanskaya, L., & Soto, D. (2020). Metacognitive processing in language learning tasks is affected by bilingualism. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(3), 529–538. https://doi.org/10.1037/xlm0000739es_ES
dc.identifier.issn0278-7393
dc.identifier.urihttp://hdl.handle.net/10810/42614
dc.descriptionThis article was published Online First July 8, 2019es_ES
dc.description.abstractWe assessed the effect of bilingualism on metacognitive processing in the artificial language learning task, in 2 experiments varying in the difficulty to segment the language. Following a study phase in which participants were exposed to the artificial language, segmentation performance was assessed by means of a dual forced-choice recognition test followed by confidence judgments. We used a signal detection approach to estimate type 1 performance (i.e., the participants’ ability to discriminate statistical words vs. foils constructed from the same syllables) and type 2 metacognitive performance (i.e., the ability to discriminate the correctness of the type 1 decisions by confidence ratings). The results showed that bilinguals and monolinguals do not differ in type 1 recognition performance, but across the 2 experiments, metacognitive performance was higher in bilinguals compared with monolinguals. The results show that bilingualism improves metacognitive evaluation of performance in linguistic domains. We suggest that the improvement in metacognitive performance stems from bilinguals’ enhanced errormonitoring abilities in language domain, which is also modulated by individual experience.es_ES
dc.description.sponsorshipThe research was supported by the Spanish Ministry of Economy and Competitiveness through the “Severo Ochoa” Programme for Centres/ Units of Excellence in Research and Development (SEV-2015-490) and project grants RTI2018-098317-B-I00 (to Mikhail Ordin) and the Basque Government grant PI-2017-25 (to David Soto). Leona Polyanskaya was supported by the European Commission with the Marie Skłodowska-Curie Research Fellowship.es_ES
dc.language.isoenges_ES
dc.publisherJournal of Experimental Psychology: Learning, Memory, and Cognitiones_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/SEV-2015-0490es_ES
dc.relationinfo:eu-repo/grantAgreement/MINECO/RTI2018-098317-B-I00es_ES
dc.relationinfo:eu-repo/grantAgreement/EC/H2020-MSCA-IF-2017-EF-792331es_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectstatistical learninges_ES
dc.subjectspeech segmentationes_ES
dc.subjectmetacognitiones_ES
dc.subjectbilingualismes_ES
dc.subjectdecision confidencees_ES
dc.titleMetacognitive Processing in Language Learning Tasks Is Affected by Bilingualismes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.holder© 2019 American Psychological Association This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.es_ES
dc.relation.publisherversionhttps://psycnet.apa.org/doiLanding?doi=10.1037%2Fxlm0000739es_ES
dc.identifier.doi10.1037/xlm0000739


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