Bregtje Seton

Essential Statistics for Applied Linguistics

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)

Designing research on bilingual development: Behavioral and neurolinguistic experiments

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.

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

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.

EEG and Event-Related Brain Potentials

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.

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

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.