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Metacognitive Processing in Language Learning Tasks Is Affected by Bilingualism
dc.contributor.author | Ordin, Mikhail | |
dc.contributor.author | Polyanskaya, Leona | |
dc.contributor.author | Soto, David | |
dc.date.accessioned | 2020-04-06T09:53:42Z | |
dc.date.available | 2020-04-06T09:53:42Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Ordin, 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/xlm0000739 | es_ES |
dc.identifier.issn | 0278-7393 | |
dc.identifier.uri | http://hdl.handle.net/10810/42614 | |
dc.description | This article was published Online First July 8, 2019 | es_ES |
dc.description.abstract | We 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.sponsorship | The 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.iso | eng | es_ES |
dc.publisher | Journal of Experimental Psychology: Learning, Memory, and Cognition | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/SEV-2015-0490 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/RTI2018-098317-B-I00 | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020-MSCA-IF-2017-EF-792331 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | statistical learning | es_ES |
dc.subject | speech segmentation | es_ES |
dc.subject | metacognition | es_ES |
dc.subject | bilingualism | es_ES |
dc.subject | decision confidence | es_ES |
dc.title | Metacognitive Processing in Language Learning Tasks Is Affected by Bilingualism | es_ES |
dc.type | info:eu-repo/semantics/article | es_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.publisherversion | https://psycnet.apa.org/doiLanding?doi=10.1037%2Fxlm0000739 | es_ES |
dc.identifier.doi | 10.1037/xlm0000739 |