How Are Exemplar Representations Transformed by Encoding, Retrieval, and Explicit Knowledge? A Commentary on Ambridge (2020)

Autor/inn/en	Brooks, Patricia J.; Kempe, Vera
Titel	How Are Exemplar Representations Transformed by Encoding, Retrieval, and Explicit Knowledge? A Commentary on Ambridge (2020)
Quelle	In: First Language, 40 (2020) 5-6, S.564-568 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brooks, Patricia J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723720903637
Schlagwörter	Stellungnahme; Models; Language Acquisition; Classification; Memory; Second Language Learning; Learning Processes; Guidelines; Linguistic Input; Attention Control; Linguistic Theory; Language Processing; Prior Learning + Suchen Sie Ihr Suchwort? Analogiemodell; Sprachaneignung; Spracherwerb; Classification system; Klassifikation; Klassifikationssystem; Gedächtnis; Zweitsprachenerwerb; Learning process; Lernprozess; Richtlinien; Sprachbildung; Aufmerksamkeitstest; Linguistische Theorie; Sprachverarbeitung; Vorkenntnisse
Abstract	The radical exemplar model resonates with work on perceptual classification and categorization highlighting the role of exemplars in memory representations. Further development of the model requires acknowledgment of both the fleeting and fragile nature of perceptual representations and the gist-based, good-enough quality of long-term memory representations. Retrieval operations potentially serve as a mechanism for abstraction as representations of exemplars are distorted through reconstructive processes. As a framework applicable to both first and second language acquisition, the model needs to account for how explicit knowledge arises and its role in filtering input via selective attention. [For Ben Ambridge's "Against Stored Abstractions: A Radical Exemplar Model of Language Acquisition," see EJ1269951.] (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01