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THE RELIABILITY AND VALIDITY OF PROCEDURAL MEMORY ASSESSMENTS USED IN SECOND LANGUAGE ACQUISITION RESEARCH

Published online by Cambridge University Press:  08 July 2021

Joshua Buffington Open the ORCID record for Joshua Buffington [Opens in a new window] ,
Alexander P. Demos Open the ORCID record for Alexander P. Demos [Opens in a new window]  and
Kara Morgan-Short Open the ORCID record for Kara Morgan-Short [Opens in a new window]
Joshua Buffington*
Affiliation:
University of Illinois at Chicago
Alexander P. Demos
Affiliation:
University of Illinois at Chicago
Kara Morgan-Short*
Affiliation:
University of Illinois at Chicago
*
*Correspondence concerning this article should be addressed to Joshua Buffington, Department of Psychology (m/c 285), University of Illinois at Chicago, 1007 W. Harrison St., Chicago, Illinois60607-7137. E-mail: [email protected]; or Kara Morgan-Short, Department of Hispanic and Italian Studies (m/c 315), University of Illinois at Chicago, 601 S. Morgan St., Chicago, Illinois 60607. E-mail: [email protected]
*Correspondence concerning this article should be addressed to Joshua Buffington, Department of Psychology (m/c 285), University of Illinois at Chicago, 1007 W. Harrison St., Chicago, Illinois60607-7137. E-mail: [email protected]; or Kara Morgan-Short, Department of Hispanic and Italian Studies (m/c 315), University of Illinois at Chicago, 601 S. Morgan St., Chicago, Illinois 60607. E-mail: [email protected]
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Abstract

Evidence for the role of procedural memory in second language (L2) acquisition has emerged in our field. However, little is known about the reliability and validity of the procedural memory measures used in this research. The present study (N = 119) examined the reliability and the convergent and discriminant validity of three assessments that have previously been used to examine procedural memory learning ability in L2 acquisition, the dual-task Weather Prediction Task (DT-WPT), the Alternating Serial Reaction Time Task (ASRT), and the Tower of London (TOL). Measures of declarative memory learning ability were also collected. For reliability, the DT-WPT and TOL tasks met acceptable standards. For validity, an exploratory factor analysis did not provide evidence for convergent validity, but the ASRT and the TOL showed reasonable discriminant validity with declarative memory measures. We argue that the ASRT may provide the purest engagement of procedural memory learning ability, although more reliable dependent measures for this task should be considered. The Serial Reaction Time task also appears promising, although we recommend further consideration of this task as the present analyses were post hoc and based on a smaller sample. We discuss these results regarding the assessment of procedural memory learning ability as well as implications for implicit language aptitude.

Type
Methods Forum
Information
Studies in Second Language Acquisition , Volume 43 , Special Issue 3: Implicit Language Aptitude: Conceptualizing the Construct, Validating the Measures, and Examining the Evidence , July 2021 , pp. 635 - 662
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© The Author(s), 2021. Published by Cambridge University Press

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Footnotes

The research reported here came out of Joshua Buffington’s MA thesis. We would like to acknowledge the following people for their feedback on this work: Susan R. Goldman, James W. Pellegrino, and Members of the Cognition of Second Language Acquisition Laboratory. We are also grateful for the UIC Award for Graduate Research for funding part of this study.

The experiment in this article earned an Open Data badge for transparent practices. The materials are available at https://osf.io/ux4qs/.

References

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