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Measuring Implicit and Explicit Knowledge in Second Language Research
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Implicit and Explicit Learning
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Incidental and Intentional Learning
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Confidence and Accuracy of Near-Threshold Discrimination Responses
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On the Reliability of Implicit and Explicit Memory Measures
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The Use of Predictive Dependencies in Language Learning
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Constraints on Statistical Language Learning
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Encyclopedia of Language and Education
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Measuring unconscious knowledge: distinguishing structural knowledge and judgment knowledge
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Hypermnesia for pictures
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Conscious and unconscious perception: Experiments on visual masking and word recognition
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Attentional requirements of learning: Evidence from performance measures
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Acquisition of procedural knowledge about a pattern of stimuli that cannot be articulated
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Signal detection theory and psychophysics
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Conscious and the Unconscious
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Nonconscious Social Information Processing
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Availability, accessibility, and subliminal perception
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Knowledge applied to new domains: The unconscious succeeds where the conscious fails
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Acquisition of conscious and unconscious knowledge of semantic prosody
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Incidental and online learning of melodic structure
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Unconscious structural knowledge of form–meaning connections
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Comparing a nativist and emergentist approach to the initial stage of SLA: An investigation of Japanese scrambling
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Measuring consciousness: relating behavioural and neurophysiological approaches
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Perception without awareness: perspectives from cognitive psychology
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Effects o immediate vs. delayed outcomes in associative learning
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Implicit learning of artificial grammars
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Is implicit learning spared in amnesia?
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Subjective measures of unconscious knowledge
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Implicit learning: news from the front
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Characteristics of dissociable human learning systems
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A theory of implicit and explicit knowledge
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Implicit and explicit knowledge in second language acquisition
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Concurrent Verbal Reports in Second Language Acquisition Research
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A STUDY OF THE ROLE OF AWARENESS IN FOREIGN LANGUAGE BEHAVIOR
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THEORETICAL AND EMPIRICAL ISSUES IN THE STUDY OF IMPLICIT AND EXPLICIT SECOND-LANGUAGE LEARNING: Introduction
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MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study
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COGNITIVE ABILITIES, CHUNK-STRENGTH, AND FREQUENCY EFFECTS IN IMPLICIT ARTIFICIAL GRAMMAR AND INCIDENTAL L2 LEARNING: REPLICATIONS OF REBER, WALKENFELD, AND HERNSTADT (1991) AND KNOWLTON AND SQUIRE (1996) AND THEIR RELEVANCE FOR SLA
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AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
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GENERALIZABILITY AND AUTOMATICITY OF SECOND LANGUAGE LEARNING UNDER IMPLICIT, INCIDENTAL, ENHANCED, AND INSTRUCTED CONDITIONS
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A case of syntactical learning and judgment: How conscious and how abstract?
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Synthetic grammar learning: Implicit rule abstraction or explicit fragmentary knowledge?
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Learning the structure of event sequences.
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Unconscious acquisition of complex procedural knowledge.
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On the development of procedural knowledge.
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Role of implicit and explicit processes in learning from examples: A synergistic effect.
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Implicit and explicit knowledge bases in artificial grammar learning.
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Conscious knowledge and changes in performance in sequence learning: Evidence against dissociation.
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Assessing implicit learning with indirect tests: Determining what is learned about sequence structure.
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Role of specific instances in controlling a dynamic system.
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Unconscious knowledge of artificial grammars is applied strategically.
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Comparing direct and indirect measures of sequence learning.
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Telling more than we can know: Verbal reports on mental processes.
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Implicit learning and tacit knowledge.
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Learning the structure of event sequences.
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Learning artificial grammars with competitive chunking.
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Implicit Learning of Nonlocal Musical Rules: Implicitly Learning More Than Chunks.
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Transfer of syntactic structure in synthetic languages.
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Distinguishing conscious from unconscious perceptual processes.
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Implicit and Explicit Learning of Languages
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Levels, Hierarchies, and the Locus of Control
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On the Relationship between Task Performance and Associated Verbalizable Knowledge
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Insight without Awareness: On the Interaction of Verbalization, Instruction and Practice in a Simulated Process Control Task
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How does Prior Knowledge Affect Implicit and Explicit Concept Learning?
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Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching
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Subjective measures of awareness and implicit cognition
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Unconscious processing of dichoptically masked words
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Using direct and indirect measures to study perception without awareness
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What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Preface The Origins and Growth of Task-Based Language Teaching
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The Psycholinguistics of Task-Based Performance
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inferred← citeshttps://doi.org/10.1017/s0261444814000275openalex-snapshot
The roles of attention and (un)awareness in SLA: Conceptual replication of N. C. Ellis & Sagarra (2010a) and Leung & Williams (2012)
inferred← citeshttps://doi.org/10.1017/s026144482200026xopenalex-snapshot
Explicit and implicit knowledge and learning of an additional language: A research agenda
inferred← citeshttps://doi.org/10.1017/s0267190514000026openalex-snapshot
Judgment and Interpretation Tasks in Second Language Research
inferred← citeshttps://doi.org/10.1017/s0267190524000047openalex-snapshot
Reflecting on the use of response times to index linguistic knowledge in SLA
inferred← citeshttps://doi.org/10.1017/s0272263113000727openalex-snapshot
INCIDENTAL EXPOSURE AND L3 LEARNING OF MORPHOSYNTAX
inferred← citeshttps://doi.org/10.1017/s0272263114000850openalex-snapshot
TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE
inferred← citeshttps://doi.org/10.1017/s027226311500008xopenalex-snapshot
NEW DIRECTIONS IN THE STUDY OF IMPLICIT AND EXPLICIT LEARNING
inferred← citeshttps://doi.org/10.1017/s0272263115000145openalex-snapshot
TRIANGULATING MEASURES OF AWARENESS
inferred← citeshttps://doi.org/10.1017/s0272263115000224openalex-snapshot
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING
inferred← citeshttps://doi.org/10.1017/s0272263115000340openalex-snapshot
PERCEIVED LEARNING DIFFICULTY AND ACTUAL PERFORMANCE
inferred← citeshttps://doi.org/10.1017/s0272263115000388openalex-snapshot
THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT
inferred← citeshttps://doi.org/10.1017/s0272263116000036openalex-snapshot
VARIABILITY IN SECOND LANGUAGE LEARNING
inferred← citeshttps://doi.org/10.1017/s0272263116000371openalex-snapshot
IMPLICIT LEARNING OF LATIN STRESS REGULARITIES
inferred← citeshttps://doi.org/10.1017/s027226311700002xopenalex-snapshot
IMPLICIT LEARNING IN THE CROWD
inferred← citeshttps://doi.org/10.1017/s027226311900041xopenalex-snapshot
EMOTIONS IN INCIDENTAL LANGUAGE LEARNING
inferred← citeshttps://doi.org/10.1017/s0272263119000482openalex-snapshot
WHY ARE LEXICAL TONES DIFFICULT TO LEARN?
inferred← citeshttps://doi.org/10.1017/s0272263119000615openalex-snapshot
CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES
inferred← citeshttps://doi.org/10.1017/s0272263120000182openalex-snapshot
EXPLORING THE VERIDICALITY AND REACTIVITY OF SUBJECTIVE MEASURES OF AWARENESS
inferred← citeshttps://doi.org/10.1017/s0272263120000704openalex-snapshot
PROBING THE CONSTRUCT VALIDITY OF LLAMA_D AS A MEASURE OF IMPLICIT LEARNING APTITUDE
inferred← citeshttps://doi.org/10.1017/s0272263121000565openalex-snapshot
ATTENTION TO FORM AND MEANING REVISITED
inferred← citeshttps://doi.org/10.1017/s0272263122000043openalex-snapshot
An fMRI validation study of the word-monitoring task as a measure of implicit knowledge: Exploring the role of explicit and implicit aptitudes in behavioral and neural processing
inferred← citeshttps://doi.org/10.1017/s0272263122000559openalex-snapshot
Scrutinizing LLAMA D as a measure of implicit learning aptitude
inferred← citeshttps://doi.org/10.1017/s0272263123000475openalex-snapshot
Unpacking L2 explicit linguistic knowledge and online processing of the English modals may and can: A comparison of acceptability judgments and self-paced reading
inferred← citeshttps://doi.org/10.1017/s0272263125000117openalex-snapshot
The interplay of learners’ cognitive abilities in the learning and automatization of miniature language grammar
inferred← citeshttps://doi.org/10.1017/s027226312510106xopenalex-snapshot
Learning morphology from cross-situational statistics
inferred← citeshttps://doi.org/10.1017/s0272263126101776openalex-snapshot
The effect of morphological salience and novel phonology in the initial stage of second language learning
inferred← citeshttps://doi.org/10.1017/s0272263126101946openalex-snapshot
A critical examination of the relationship between explicit and implicit knowledge and language teaching
inferred← citeshttps://doi.org/10.1017/s0952675724000034openalex-snapshot
Implicit and explicit processes in phonological concept learning
inferred← citeshttps://doi.org/10.1017/s1366728922000797openalex-snapshot
Learning second language morphosyntax in dialogue under explicit and implicit conditions: An experimental study with advanced adult learners of German
inferred← citeshttps://doi.org/10.1037/cns0000027openalex-snapshot
Unconscious sources of familiarity can be strategically excluded in support of conscious task demands.
inferred← citeshttps://doi.org/10.1037/mac0000151openalex-snapshot
Wordless wisdom: The dominant role of tacit knowledge in true and fake news discrimination.
inferred← citeshttps://doi.org/10.1037/xlm0001182openalex-snapshot
Formal language hierarchy reflects different levels of cognitive complexity.
inferred← citeshttps://doi.org/10.1044/2026_jslhr-25-00736openalex-snapshot
Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning
inferred← citeshttps://doi.org/10.1051/shsconf/20173800010openalex-snapshot
Assessing implicit phonological knowledge through accent imitation
inferred← citeshttps://doi.org/10.1057/978-1-137-59900-1_29openalex-snapshot
Instructed Second Language Acquisition
inferred← citeshttps://doi.org/10.1075/bct.116.08sacopenalex-snapshot
The value of introspective measures in aptitude-treatment interaction research
inferred← citeshttps://doi.org/10.1075/bpa.3.02skeopenalex-snapshot
Foreign language aptitude, acquisitional sequences, and psycholinguistic processes
inferred← citeshttps://doi.org/10.1075/jslp.24050.paropenalex-snapshot
Implicit feedback and lexical stress
inferred← citeshttps://doi.org/10.1075/jsls.00011.praopenalex-snapshot
Roles of positive and indirect negative evidence in L2 feature reassembly
inferred← citeshttps://doi.org/10.1075/jsls.19001.sacopenalex-snapshot
The value of introspective measures in aptitude-treatment interaction research
inferred← citeshttps://doi.org/10.1075/lab.18053.choopenalex-snapshot
Online processing and offline judgments of L2-English articles
inferred← citeshttps://doi.org/10.1075/lllt.39.09ch7openalex-snapshot
Chapter 7. Methodological influences of “Interlanguage” (1972)
inferred← citeshttps://doi.org/10.1075/lllt.49.10madopenalex-snapshot
Do findings from artificial language learning generalize to second language classrooms?
inferred← citeshttps://doi.org/10.1075/rcl.00149.jacopenalex-snapshot
What foreign language learners make of grammatical descriptions depends on description type, proficiency, and context
inferred← citeshttps://doi.org/10.1075/sibil.48.12rogopenalex-snapshot
Challenges in implicit learning research
inferred← citeshttps://doi.org/10.1075/sibil.48.16kacopenalex-snapshot
Implicit learning of a L2 morphosyntactic rule, and its relevance for language teaching
inferred← citeshttps://doi.org/10.1075/sibil.48.17ellopenalex-snapshot
Form-focused instruction and the measurement of implicit and explicit L2 knowledge
inferred← citeshttps://doi.org/10.1080/0163853x.2022.2052498openalex-snapshot
Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language
inferred← citeshttps://doi.org/10.1080/07908318.2017.1342653openalex-snapshot
Heritage language proficiency in relation to attitudes, motivation, and age at immigration: a case of Korean-Australians
inferred← citeshttps://doi.org/10.1080/09571736.2018.1504229openalex-snapshot
The measurement of implicit and explicit knowledge
inferred← citeshttps://doi.org/10.1080/09588221.2018.1483950openalex-snapshot
Bringing L2 learners’ learning preferences in the mediating process through computerized dynamic assessment
inferred← citeshttps://doi.org/10.1080/09588221.2024.2382452openalex-snapshot
Students’ emotional experiences and learning outcomes during digital vocabulary instruction: comparing struggling and typical third grade readers
inferred← citeshttps://doi.org/10.1080/09658416.2017.1287711openalex-snapshot
Awareness and learning under incidental learning conditions
inferred← citeshttps://doi.org/10.1080/09658416.2019.1620756openalex-snapshot
Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning
inferred← citeshttps://doi.org/10.1080/09658416.2025.2556936openalex-snapshot
Word-monitoring reaction time as a measure of implicit and explicit abstract phonological knowledge
inferred← citeshttps://doi.org/10.1080/09658416.2025.2593336openalex-snapshot
Setting them up for (grammatical) success: on the impact of metalinguistic explanations on young learners’ metalinguistic awareness and language learning aptitude
inferred← citeshttps://doi.org/10.1080/10790195.2017.1286956openalex-snapshot
Learning From Student Retrospective Reports: Implications for the College Developmental Classroom
inferred← citeshttps://doi.org/10.1080/14790718.2020.1811710openalex-snapshot
Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement
inferred← citeshttps://doi.org/10.1080/15475441.2021.1941968openalex-snapshot
The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners
inferred← citeshttps://doi.org/10.1080/23273798.2025.2576908openalex-snapshot
Cognitive abilities underlying the earliest stages of second language acquisition: an artificial language study
inferred← citeshttps://doi.org/10.1080/23273798.2026.2699144openalex-snapshot
A substantive inductive bias for *NonFinalR in an artificial grammar learning replication experiment
inferred← citeshttps://doi.org/10.1093/acrefore/9780190236557.013.804openalex-snapshot
Conscious and Unconscious Mental States
inferred← citeshttps://doi.org/10.1093/applin/amw051openalex-snapshot
Towards Ecological Validity in Research into Input-based Practice: Form Spotting Can Be as Beneficial as Form-meaning Practice
inferred← citeshttps://doi.org/10.1093/oso/9780197501573.003.0006openalex-snapshot
Implicit Learning and Language Acquisition
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780198797722.013.2openalex-snapshot
Acceptability Judgements of Binding and Coreference
inferred← citeshttps://doi.org/10.1109/tlt.2025.3560032openalex-snapshot
How Digital Teacher Appearance Anthropomorphism Impacts Digital Learning Satisfaction and Intention to Use: Interaction With Knowledge Type
inferred← citeshttps://doi.org/10.1111/cogs.13325openalex-snapshot
Reduced Implicit but not Explicit Knowledge of Cross‐Situational Statistical Learning in Developmental Dyslexia
inferred← citeshttps://doi.org/10.1111/flan.12248openalex-snapshot
Metalinguistic Knowledge of Salient vs. Unsalient Features: Evidence From the Arabic Construct State
inferred← citeshttps://doi.org/10.1111/flan.12387openalex-snapshot
Salience in the noticing and production of L2 arabic forms
inferred← citeshttps://doi.org/10.1111/flan.12550openalex-snapshot
Was Krashen right? An instructed second language acquisition perspective
inferred← citeshttps://doi.org/10.1111/flan.12552openalex-snapshot
Was Krashen right? Forty years later
inferred← citeshttps://doi.org/10.1111/flan.12803openalex-snapshot
Explicit and implicit (automatized) knowledge of second language pronunciation: Implications for theory, research, and classroom practice
inferred← citeshttps://doi.org/10.1111/lang.12048openalex-snapshot
Cross‐Language Similarity Modulates Effectiveness of Second Language Grammar Instruction
inferred← citeshttps://doi.org/10.1111/lang.12129openalex-snapshot
Validating an Elicited Imitation Task as a Measure of Implicit Knowledge: Comparisons With Other Validation Studies
inferred← citeshttps://doi.org/10.1111/lang.12138openalex-snapshot
Comparing Elicited Imitation and Word Monitoring as Measures of Implicit Knowledge
inferred← citeshttps://doi.org/10.1111/lang.12243openalex-snapshot
Language Learning Research at the Intersection of Experimental, Computational, and Corpus‐Based Approaches
inferred← citeshttps://doi.org/10.1111/lang.12244openalex-snapshot
Effects of Sound, Vocabulary, and Grammar Learning Aptitude on Adult Second Language Speech Attainment in Foreign Language Classrooms
inferred← citeshttps://doi.org/10.1111/lang.12283openalex-snapshot
Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets
inferred← citeshttps://doi.org/10.1111/lang.12445openalex-snapshot
Do Kindergarteners Develop Awareness of the Statistical Regularities They Acquire?
inferred← citeshttps://doi.org/10.1111/lang.12492openalex-snapshot
Exploring New Insights Into Explicit and Implicit Second Language Processing: Event‐Related Potentials Analyzed by Source Attribution
inferred← citeshttps://doi.org/10.1111/lang.12503openalex-snapshot
Incidental and Multimodal High Variability Phonetic Training: Potential, Limits, and Future Directions
inferred← citeshttps://doi.org/10.1111/lang.12546openalex-snapshot
The Influence of Prior Linguistic Knowledge on Second Language Semantic Implicit Learning: Evidence from Cantonese–English Bilinguals
inferred← citeshttps://doi.org/10.1111/lang.12551openalex-snapshot
Implicit Learning in Production: Productive Generalization of New Form–Meaning Connections in the Absence of Awareness
inferred← citeshttps://doi.org/10.1111/lang.12616openalex-snapshot
Learning Without Awareness by Academic and Nonacademic Samples: An Individual Differences Study
inferred← citeshttps://doi.org/10.1111/lang.70053openalex-snapshot
Multifaceted Role of Multilevel Statistical and Linguistic Information From Target Language in Predicting Second Language Verb–Preposition and Verb–Particle Construction Production
inferred← citeshttps://doi.org/10.1111/modl.12583openalex-snapshot
Should We Listen or Read? Modality Effects in Implicit and Explicit Knowledge
inferred← citeshttps://doi.org/10.1111/modl.12810openalex-snapshot
What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning
inferred← citeshttps://doi.org/10.1111/tops.12438openalex-snapshot
Editors’ Introduction: Aligning Implicit Learning and Statistical Learning: Two Approaches, One Phenomenon
inferred← citeshttps://doi.org/10.1111/tops.12439openalex-snapshot
A Single Paradigm for Implicit and Statistical Learning
inferred← citeshttps://doi.org/10.1145/3828720openalex-snapshot
(In)Comprehensible Input and Explicit Instruction: A New Model for Programming Language Acquisition
inferred← citeshttps://doi.org/10.1162/jocn_a_01874openalex-snapshot
A Special Role of Syllables, But Not Vowels or Consonants, for Nonadjacent Dependency Learning
inferred← citeshttps://doi.org/10.1177/0265532215594643openalex-snapshot
Elicited imitation as a measure of second language proficiency: A narrative review and meta-analysis
inferred← citeshttps://doi.org/10.1177/0267658316681377openalex-snapshot
Neurolinguistics and second language teaching: A view from the crossroads
inferred← citeshttps://doi.org/10.1177/0267658320915502openalex-snapshot
The emergence of awareness in uninstructed L2 learning: A visual world eye tracking study
inferred← citeshttps://doi.org/10.1177/02676583241249348openalex-snapshot
The effects of incidental learning and input frequency on the perception of non-native speech
inferred← citeshttps://doi.org/10.1177/1362168815618428openalex-snapshot
Learning L2 collocations incidentally from reading
inferred← citeshttps://doi.org/10.1177/1362168816679030openalex-snapshot
The role of input in second language oral ability development in foreign language classrooms: A longitudinal study
inferred← citeshttps://doi.org/10.12681/psy_hps.36225openalex-snapshot
The power of the cognitive unconscious: The case of implicit learning
inferred← citeshttps://doi.org/10.14746/ssllt.39090openalex-snapshot
Developing explicit and implicit L2 knowledge with Duolingo’s input-based features: Case studies of L2 Spanish learning
inferred← citeshttps://doi.org/10.1515/applirev-2021-0187openalex-snapshot
The early the better? Or, the more the merrier? The relative effects of onset age and exposure hours on EFL learners’ implicit and explicit grammatical attainment
inferred← citeshttps://doi.org/10.1515/iral-2015-0038openalex-snapshot
Learning to improve grammar instruction through comprehensive analysis of past research
inferred← citeshttps://doi.org/10.15496/publikation-15280openalex-snapshot
Variability in second language learning:the roles of individual differences, learning conditions, and linguistic complexity
inferred← citeshttps://doi.org/10.1558/isla.33314openalex-snapshot
Instructed second language acquisition (ISLA)
inferred← citeshttps://doi.org/10.1558/isla.38113openalex-snapshot
Implicit and explicit corrective feedback and feedback exposure conditions
inferred← citeshttps://doi.org/10.16995/glossa.5761openalex-snapshot
Failed gender agreement in L1 English L2 Spanish: Syntactic or lexical problem?
inferred← citeshttps://doi.org/10.17265/1539-8072/2015.03.008openalex-snapshot
Lexical Bundles and Implicit Lexical Knowledge
inferred← citeshttps://doi.org/10.17635/lancaster/thesis/520openalex-snapshot
Interaction, Corrective Feedback, and the Development of Lexical Stress
inferred← citeshttps://doi.org/10.17635/lancaster/thesis/533openalex-snapshot
Implicit and explicit instruction: what type of knowledge is promoted?
inferred← citeshttps://doi.org/10.18095/meeso.2024.25.1.405openalex-snapshot
Effects of Explicit and Implicit Instruction on L2 Learners’ Online Processing of Voice in English Transitive Verb Construction: An Eye-tracking Study
inferred← citeshttps://doi.org/10.2139/ssrn.5687270openalex-snapshot
Picking Peas and Beans. Memory Traces after Minimal Exposure to Formulaic Language
inferred← citeshttps://doi.org/10.22201/enallt.01852647p.2023.77.1059openalex-snapshot
Can foreign language learners discover the rules of non-salient forms?
inferred← citeshttps://doi.org/10.22599/jesla.56openalex-snapshot
Elicited imitation as a window into developmental stages
inferred← citeshttps://doi.org/10.22599/jesla.79openalex-snapshot
Using verb morphology to predict subject number in L1 and L2 sentence processing: A visual-world eye-tracking experiment
inferred← citeshttps://doi.org/10.22599/jesla.93openalex-snapshot
Language learning aptitude in older adults
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