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Archive | 2013

Essential Statistics for Applied Linguistics

Wander Lowie; Bregtje Seton

Preface: How to Use this Book PART I Types of Research Systematicity in Statistics: Variables Descriptive Statistics Statistical Logic Doing Statistics: From Theory to Practice Common Statistics for Applied Linguistics Conclusion References PART II: HOW TO SPSS Introduction How to do Descriptive Statistics How to Check Assumptions How to do a T-Test How to do a One-Way ANOVA How to do a (Two-Way) ANOVA How to do a Correlation Analysis How to do a Simple Regression Analysis How to do a Chi-square Analysis PART III: SPSS PRACTICALS Practical 1 - Exploring SPSS and Entering Variables Practical 2 - Descriptive Statistics Practical 3 - Calculations using SPSS Practical 4 - Inductive Statistics Practical 5 - Miscellaneous Assignments Practical 6 - Miscellaneous Assignments (Revision)


Springer US | 2016

Designing research on bilingual development: Behavioral and neurolinguistic experiments

Monika S. Schmid; Sanne Berends; Christopher Bergmann; Susanne Brouwer; Nienke Meulman; Bregtje Seton; Simone Sprenger; Laurie Stowe

Chapter 1. Introduction by Monika S. Schmid.- Chapter 2. Multi-factorial studies: Populations and linguistic features by Monika S. Schmid.- Chapter 3. The multi-lab, multi-language, multi-method challenge By Bregtje J. Seton and Laurie A. Stowe.- Chapter 4. Collecting and analyzing spontaneous speech data by Christopher Bergmann.- Chapter 5. Eye-tracking and the visual world paradigm by Sanne Meike Berends, Susanne M. Brouwer and Simone A. Sprenger.- Chapter 6. EEG and event-related brain potentials by Nienke Meulman, Bregtje J. Seton and Laurie A. Stowe.


Archive | 2016

The Multi-lab, Multi-language, Multi-method Challenge

Bregtje Seton; Laurie A. Stowe

In this chapter, the focus will be on the general challenges that are involved in setting up, planning and running an experimental investigation of bilingual development which involves collecting data at more than one site. Some of the issues we flag up may seem logical, straightforward and obvious. However, there are obstacles that are easy to overlook when planning a multi-site study. Many of these involve tasks and decisions that take up more time than initially seems possible. In order to help you avoid unexpected problems, this chapter will sum up different issues that should be kept in mind from the start and offer a timeline for these issues which is intended to help you plan your own study and avoid unnecessary delays.


Archive | 2016

EEG and Event-Related Brain Potentials

Nienke Meulman; Bregtje Seton; Laurie A. Stowe; Monika S. Schmid

Event-related brain potentials (ERPs) have become a standard method in many areas of cognitive research, including second-language research, over the last decade and a half (Van Hell and Tokowicz 2010). ERPs can provide evidence which is central to the controversy on the similarity or difference of first and second-language processing. However, they provide a challenge which can be daunting for a large-scale multi-lab study, because there are so many technical details which vary from lab to lab, making it difficult to acquire data that is fully comparable across testing sites. In this chapter we will discuss a number of aspects of ERP measurement, focusing partly on experimental designs and partly on the way in which data from different languages and different labs can successfully be combined. These aspects will require somewhat more detail than the techniques treated in previous chapters.


Toegepaste Taalwetenschap in Artikelen | 2010

'Wisdom'? Ik zeg 'old', jij zegt 'tooth': over de conceptuele veranderingen in het meertalige brein

Bregtje Seton

Since concepts can be regarded as associative links to lexical items, conceptual representations can be measured verbally by looking at word associations. Word associations from native speakers of Dutch and from native speakers of English were used to form two priming conditions for an associative-priming study with a lexical-decision task. Participants were a low-proficiency group of Dutch students of English, a high-proficiency group of Dutch students of English and a group of native speakers of English. Results showed variation between different (groups of) items, suggesting that highly proficient students of English perform native-like on items which have different connotations in Dutch and English, and that native speakers of English show inhibitory responses on items with backward associative strength, whereas both Dutch groups did not show this inhibition.


John Benjamins Publishers | 2010

Cognitive Processing in Second Language Acquisition

Wander Lowie; Marjolijn Verspoor; Bregtje Seton


The Cambridge Handbook of Linguistic Multi-competence | 2016

Multi-competence and first language attrition

Bregtje Seton; Monika S. Schmid


Cambridge University Press | 2016

The Cambridge Handbook of Linguistic Multi-competence

Bregtje Seton; Monika S. Schmid


Springer Briefs in Linguistics | 2015

Eye-tracking and the visual world paradigm

Sanne Berends; Susanne Brouwer; Simone Sprenger; Monika S. Schmid; Christopher Bergmann; Nienke Meulman; Bregtje Seton; Laurie A. Stowe


20th Architectures and Mechanisms for Language Processing (AMLaP) conference | 2014

Out of use, out of mind? : First language processing in a Dutch emigrant population in Anglophone North America

Bregtje Seton; Susanne Brouwer; Laurie A. Stowe; Monika S. Schmid

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Wander Lowie

University of Groningen

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Laurie Stowe

University of Groningen

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