Instance Theory and Second Language Rule Learning under Explicit Conditions

Abstract

This study investigates the generalizability of claims by Logan (Klapp, Boches, Trabert, & Logan, 1991; Logan, 1985, 1988a, 1988b; Logan & Klapp, 1991) about the development of automaticity in the adult learning of alphabet arithmetic problems to the context of adult second language acquisition. Logan's proposal is that as individual solutions to problems accumulate in memory a transition in problem-solving procedures takes place. This transition involves the shift from an algorithm-based procedure for deducing correct solutions to direct retrieval of individual solutions or instances from memory. In the present study, second language learners of English were presented with a rule for understanding the morphological constraint on the dative alternation (Mazurkewich & White, 1984) and asked to judge the acceptability of 36 sentences presented in a training set. The sentences were controlled for frequency of presentation, one being presented eight times, one seven times, and so forth. When presented together with novel instances of the same type in a transfer set, reaction times to old instances were significantly faster. Reaction times to repetitions of the previously presented verbs in new frames and novel verbs in old frames were compared as a test of hypotheses about strategy switches in processing alternating and nonalternating verbs.