本研究目的是重新探討音韻機率與鄰近密度對於英語單字聽覺學習的影響。除了音韻機率與鄰近密度這兩個重要因素，也一同探討其他英語單字學習之字彙因素，包含中文詞頻、記憶鞏固，以及這些因素的交互影響。本實驗隨機選取100個低頻英語單字，並採用迴歸分析來了解這些因素可能促進或是抑制英語單字聽覺學習。受測者皆為20歲以上成人。
　　在實驗中的訓練階段，受測者會聽到隨機撥放的100個英語單字並同時在電腦螢幕上依序看到對應的中文註釋。實驗的測驗階段分為兩部分，單字辨識測驗與唸讀測驗。每個部分又分為兩階段，訓練完的即時測驗以及相隔一天的第二次測驗。在單字辨識測驗中，每個目標英語單字會與一個讀音相似的單字配對，受測者會看到螢幕上隨機播放的中文註釋會緊接著聽到其對應的一組英語單字包含一個目標字與一個相似字，必須試著選出目標單字。在單字唸讀測驗中，螢幕上隨機依序播放中文註釋，受測者必須試著唸出其對應的目標英語單字。
　　實驗結果顯示，即使音韻機率的影響不顯著，顯著的低鄰近密度可促進英語單字聽覺學習。然而，單字辨識測驗結果指出，低鄰近密度的英語單字不利於記憶鞏固。此外，單字唸讀測驗結果之中有音韻機率與鄰近密度的交互影響。本研究提出理論、實驗結果與教學指導意義之討論。

The study aimed to reassess the effects of neighborhood density (ND) and phonotactic probability (PP) on L2 novel word learning and took more lexical factors of L2 word learning into account to seek further understanding of their effects, including token frequency of the L1 Chinese translation, memory consolidation and the interaction of these variables across two test sessions. Unlike previous research largely based on learning a small set of phonologically novel words, we adopted an experiment design for regression analysis with randomly selected word items for a better understanding of the continuous factors facilitating or inhibiting the word learning process of EFL learners. In the training session, one hundred low-frequency target L2 English words were auditorily presented with their L1 Chinese translation visually presented at the same time to L2 English learners aged 20 and above as participants. Two tests immediately following the training session and on a separate day were then administered to test auditory recognition and production of newly learned target words. In the test sessions of recognition-based test, each target word was paired with a phonologically similar competitor for the participants to match the correct target word and the corresponding L1 Chinese translation. In the production-based test, the participants were asked to produce the correct L2 auditory form that matched its L1 translation on the screen as quickly as possible. Results showed the lack of a significant L2 PP effect but a significant effect of low-L2-ND advantage in learning L2 auditory word forms with L1 translation and a low-L2-ND disadvantage for retaining L2 auditory word forms over time in the recognition test. In the production task, we found an interaction between the L2 PP and L2 ND effects on completely correct responses. The theoretical and pedagogical implication of these findings for L2 word learning were discussed.

Chapter 1 Introduction 1
Chapter 2 Variables in L1 and L2 Auditory Word Processing and Learning 4
2.1 Phonotactic Probability 10
2.2 Neighborhood Density 15
2.3 The role of phonotactic probability and neighborhood density in L1 and L2 word learning 17
2.4 Neighborhood density effect in lexical consolidation 20
2.5 L1 lexicon in L2 word learning 21
2.6 The significance of this study and research questions 25
Chapter 3 Methodology 28
3.1 Recognition-based test 28
3.1.1 Participants 28
3.1.2 Materials 28
3.1.3 Procedure 30
3.2 Production-based test 33
3.2.1 Participants 33
3.2.2 Procedure 33
Chapter 4 Experiment Results 35
4.1 Auditory Word Recognition 35
4.1.1 Accuracy Rate 35
4.1.2 Response Latency 40
4.1.3 Correct Response Consistency 48
4.2 Auditory Word Production 51
4.2.1 Consistency in completely correct production 52
4.2.2 Partially correct production of correct response consistency 56
Chapter 5 Discussion 59
5.1 The Effect of L2 Phonotactic Probability 59
5.2 The Effect of L2 Neighborhood Density 61
5.3 The Interaction between L2 Phonotactic Probability and Neighborhood Density 63
5.4 The Effects of Lexical Variables of L1 Translation 64
5.5 The Effect of Memory Consolidation 67
5.6 The Effect of the Presentation Order of L2 Auditory Targets and Their Lexical Competitors 68
5.7 Pedagogical Implications 69
Chapter 6 Conclusion 72
References 74
Appendices 84

Abad Perales, A. (2017). Do Dutch/English cognates and word frequency affect English vocabulary testing in secondary bilingual education? Evidence from the Peabody Picture Vocabulary Test. Master thesis, Radboud University, Nijmegen, Netherlands). Retrieved from http:// https://theses.ubn.ru.nl/handle/123456789/4934.
Academia Sinica. (1998). Academia Sinica Balanced Corpus. Taipei: Taiwan, Academia Sinica. Retrieved from http://asbc.iis.sinica.edu.tw/
Acha, J., & Carreiras, M. (2014). Exploring the mental lexicon: a methodological approach to understanding how printed words are represented in our minds. The Mental Lexicon, 9(2), 196-231.
Baayen, R. H., Piepenbrock, R., & Gulikers, L. (1995). The CELEX lexical database (Release 2): Linguistic data consortium. University of Pennsylvania, Philadelphia, PA, USA.
Baayen, R. H. (2002). Word frequency distributions (Vol. 18). Springer Science & Business Media.
Baayen, R. H. (2010). A real experiment is a factorial experiment. The Mental Lexicon, 5(1), 149-157.
Baddeley, A.D. (1986). Working Memory. Oxford: Oxford University Press.
Bailey, T. M., & Hahn, U. (2001). Determinants of wordlikeness: Phonotactics or lexical neighborhoods?. Journal of Memory and Language, 44(4), 568-591.
Balota, D. A., & Chumbley, J. I. (1984). Are lexical decisions a good measure of lexical access? The role of word frequency in the neglected decision stage. Journal of Experimental Psychology: Human perception and performance, 10(3), 340.
Barrett, T. R., & Ekstrand, B. R. (1972). Effect of sleep on memory: III. Controlling for time-of-day effects. Journal of experimental psychology, 96(2), 321.
Beckman, M. E., Munson, B., & Edwards, J. (2011). Methodological issues in the analysis of phonotactic probability effects in nonwords. In XVIIth International Congress of Phonetic Sciences, Hong Kong.
Bates, D., Mächler, M., Bolker, B., & Walker, S. (2014). Fitting linear mixed-effects models using lme4. arXiv preprint arXiv:1406.5823
Benson, K., & Feinberg, I. (1975). Sleep and memory: retention 8 and 24 hours after initial learning. Psychophysiology, 12(2), 192-195.
Brown, H., & Maylor, E. A. (2017). Memory consolidation effects on memory stabilization and item integration in older adults. Psychonomic bulletin & review, 24(4), 1032-1039.
Capone, N. C., & McGregor, K. K. (2005). The effect of semantic representation on toddlers' word retrieval. Journal of Speech, Language, and Hearing Research, 48(6), 1468-1480.
Chambers, K. E., Onishi, K. H., & Fisher, C. (2003). Infants learn phonotactic regularities from brief auditory experience. Cognition, 87(2), B69-B77.
Chambers, K. E., Onishi, K. H., & Fisher, C. (2011). Representations for phonotactic learning in infancy. Language Learning and Development, 7(4), 287-308.
Chen, H. C., & Leung, Y. S. (1989). Patterns of lexical processing in a nonnative language. Journal of Experimental Psychology: Learning, Memory, and Cognition, 15(2), 316.
Cheng, Y. H., & Good, R. L. (2009). L1 Glosses: Effects on EFL Learners' Reading Comprehension and Vocabulary Retention. Reading in a Foreign Language, 21(2), 119-142.
Cohen, S. P., Tucker, G. R., & Lambert, W. E. (1967). The comparative skills of monolinguals and bilinguals in perceiving phoneme sequences. Language and speech, 10(3), 159-168.
Cohen, J. (1983). The cost of dichotomization. Applied psychological measurement, 7(3), 249-253.
Codina Camó, A., & Pladevall Ballester, E. (2015). The effects of using L1 translation on young Learners’ foreign language vocabulary learning. Elia: Estudios de Lingüística Inglesa Aplicada, 15, 109-134.
Coles, M. (1982). Word perception, first language script and learners of English as a second language. Birkbeck College, University of London: MA project.
Davis, C. J., & Lupker, S. J. (2006). Masked inhibitory priming in English: Evidence for lexical inhibition. Journal of Experimental Psychology: Human Perception and Performance, 32(3), 668.
De Groot, A. M. (1992). Determinants of word translation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18(5), 1001.
De Groot, A. (2006). Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting. Language Learning, 56(3), 463-506.
De Groot, A. M., & Keijzer, R. (2000). What is hard to learn is easy to forget: The roles of word concreteness, cognate status, and word frequency in foreign‐language vocabulary learning and forgetting. Language learning, 50(1), 1-56.
De Jong IV, N. H., Schreuder, R., & Harald Baayen, R. (2000). The morphological family size effect and morphology. Language and cognitive processes, 15(4-5), 329-365.
Denisowski PA, Peterson E and BrelsfordC (2016) CC-CEDICT (version cedict_ts.u8). Available at: https://www.mdbg.net/chinese/dictionary?page=cedict.
Dufour S, Peereman R. Inhibitory priming effects in auditory word recognition: When the target’s competitors conflict with the prime word. Cognition. 2003a; 88(3):B33–B44.
Dufour S, Peereman R. Lexical competition in phonological priming: Assessing the role of phonological match and mismatch lengths between primes and targets. Memory & Cognition. 2003b; 31(8):1271–1283.
Dumay, N., & Gaskell, M. G. (2007). Sleep-associated changes in the mental representation of spoken words. Psychological Science, 18(1), 35-39.
Ellenbogen, J. M., Hulbert, J. C., Jiang, Y., & Stickgold, R. (2009). The sleeping brain's influence on verbal memory: boosting resistance to interference. PLoS One, 4(1), e4117.
Ellis, R. (1994). The study of Second language acquisition. Oxford: Oxford University Press
Ficca, G., Lombardo, P., Rossi, L., & Salzarulo, P. (2000). Morning recall of verbal material depends on prior sleep organization. Behavioural brain research, 112(1-2), 159-163.
Freedman SE, Gennaro M and Ditomaso A (2016). Revisiting neighborhood density: Adult perception of phonological similarity. Applied Psycholinguistics 37(3): 627–642.
Frisch, S. A., Large, N. R., & Pisoni, D. B. (2000). Perception of wordlikeness: Effects of segment probability and length on the processing of nonwords. Journal of memory and language, 42(4), 481-496.
Garlock, V. M., Walley, A. C., & Metsala, J. L. (2001). Age-of-acquisition, word frequency, and neighborhood density effects on spoken word recognition by children and adults. Journal of Memory and language, 45(3), 468-492.
Gaskell, M. G., & Dumay, N. (2003). Lexical competition and the acquisition of novel words. Cognition, 89(2), 105-132.
Gaskell, M. G., & Marslen-Wilson, W. D. (2002). Representation and competition in the perception of spoken words. Cognitive psychology, 45(2), 220-266.
Gerganov, E., & Taseva-Rangelova, K. (1982). The impact of the factors' associative value'and'number of syllables' of English lexical items on word memorization in teaching English to Bulgarian students. SupostavitelnoEzikoznanie, 3-12.
German, D. J., & Newman, R. S. (2004). The impact of lexical factors on children's word-finding errors. Journal of Speech, Language, and Hearing Research.
Gettys, S., Imhof, L. A., & Kautz, J. D. (2001). Computer-assisted reading: The effect of glossing format on comprehension and vocabulary retention. Foreign Language Annals, 34(2), 91–106.
Goldstein, E. B. (2014). Cognitive psychology: Connecting mind, research and everyday experience. Nelson Education.
Grainger, J., & Jacobs, A. M. (1996). Orthographic processing in visual word recognition: A multiple read-out model. Psychological Review, 103, 518-565.
Gray, S., Pittman, A., &Weinhold, J. (2014). Effect of phonotactic probability and neighborhood density on word-learning configuration by preschoolers with typical development and specific language impairment. Journal of Speech, Language, and Hearing Research, 57(3), 1011-1025.
Han, M. K., Storkel, H. L., Lee, J., & Cox, C. (2016). The Effects of Phonotactic Probability and Neighborhood Density on Adults' Word Learning in Noisy Conditions. American journal of speech-language pathology, 25(4), 547-560.
Hardt, O., Nader, K., & Nadel, L. (2013). Decay happens: the role of active forgetting in memory. Trends in cognitive sciences, 17(3), 111-120.
Havas, V., Taylor, J. S. H., Vaquero, L., de Diego-Balaguer, R., Rodríguez-Fornells, A., & Davis, M. H. (2018). Semantic and phonological schema influence spoken word learning and overnight consolidation. Quarterly Journal of Experimental Psychology, 71(6), 1469-1481
Hollich, G., Jusczyk, P. W., &Luce, P. A. (2002). Lexical neighborhood effects in 17-month-old word learning. In Proceedings of the 26th annual Boston University conference on language development (Vol. 1, pp. 314-23). Boston, MA: Cascadilla Press.
Hong, X. (2010). Review of Effects of Glosses on Incidental Vocabulary Learning and Reading Comprehension. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(1).
Hoover, J. R., Storkel, H. L., & Hogan, T. P. (2010). A cross-sectional comparison of the effects of phonotactic probability and neighborhood density on word learning by preschool children. Journal of Memory and Language, 63(1), 100-116.
Hu, H. C. M. (2013). The Effects of Word Frequency and Contextual Types on Vocabulary Acquisition from Extensive Reading: A Case Study. Journal of Language Teaching & Research, 4(3).
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use, and reoccurrence of unknown words. The modern language journal, 80(3), 327-339.
Huntsman, L. A., & Lima, S. D. (1996). Orthographic neighborhood structure and lexical access. Journal of Psycholinguistic Research, 25, 417--429.
Jacobs, G. M., Dufon, P., & Hong, F. C. (1994). L1 and L2 vocabulary glosses in L2 reading passages: Their effectiveness for increasing comprehension and vocabulary knowledge. Journal of Research in Reading, 17(1), 19-28.
Jones, S. E. (2018). Adult Word Learning as a Function of Neighborhood Density. Languages, 3(1), 5.
Jusczyk, P. W., Friederici, A. D., Wessels, J. M., Svenkerud, V. Y., & Jusczyk, A. M. (1993). Infants′ sensitivity to the sound patterns of native language words. Journal of memory and language, 32(3), 402-420.
Jusczyk, P. W., Luce, P. A., & Charles-Luce, J. (1994). Infants′ sensitivity to phonotactic patterns in the native language. Journal of Memory and Language, 33(5), 630-645.
Kaplan E, Goodglass H and Weintraub S (1983). The Boston Naming Test. Philadelphia, PA: Lea and Febiger.
Kawauchi, C. (2015). The effects of word length and word familiarity on vocabulary learning.
Kinoshita S (1995). The word frequency effect in recognition memory versus repetition priming. Memory & Cognition 23(5): 569–580.
Ko, M. H. (1995). Glossing in incidental and intentional learning of foreign language vocabulary and reading. University of Hawai'i Working Papers in English as a Second Language 13 (2).
Koirala, C. (2015). The word frequency effect on second language vocabulary learning. In Critical CALL–Proceedings of the 2015 EUROCALL Conference, Padova, Italy (p. 318). Research-publishing. net.
Kroll, J. F., & Tokowicz, N. (2001). The development of conceptual representation for words in a second language. One mind, two languages: Bilingual language processing, 2, 49-71.Kurdziel, L. B., & Spencer, R. M. (2016). Consolidation of novel word learning in native English-speaking adults. Memory, 24(4), 471-481.
Laufer, B. (1990). Why are some words more difficult than others?—Some intralexical factors that affect the learning of words. IRAL-International Review of Applied Linguistics in Language Teaching, 28(4), 293-308.
Laufer, B. (1997). What's in a word that makes it hard or easy: Some intralexical factors that affect the learning of words. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 140-155). Cambridge: Cambridge University Press.
Leach, L., & Samuel, A. G. (2007). Lexical configuration and lexical engagement: When adults learn new words. Cognitive psychology, 55(4), 306-353.
Lemhöfer, K., Dijkstra, T., Schriefers, H., Baayen, R. H., Grainger, J., & Zwitserlood, P. (2008). Native language influences on word recognition in a second language: A megastudy. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(1), 12–31.
Levelt, W. J., & Wheeldon, L. (1994). Do speakers have access to a mental syllabary?. Cognition, 50(1-3), 239-269.
Levelt, W. (1999). Producing spoken language. The neurocognition of language, 83- 122.
Lobo, V. R. (2013). Teaching L2 English at a very young age: a study of Dutch schools (Doctoral dissertation, Netherlands Graduate School of Linguistics).
Lotto, L., & De Groot, A. M. (1998). Effects of learning method and word type on acquiring vocabulary in an unfamiliar language. Language learning, 48(1), 31-69.
Luce, P. A. (1986). A computational analysis of uniqueness points in auditory word recognition. Perception & Psychophysics, 39(3), 155-158.
Luce, P. A., &Cluff, M. S. (1998). Delayed commitment in spoken word recognition: Evidence from cross-modal priming. Perception & Psychophysics, 60(3), 484-490.
Luce, P. A., & Large, N. R. (2001). Phonotactics, density, and entropy in spoken word recognition. Language and Cognitive Processes, 16(5-6), 565-581.
Luce, P. A., Pisoni, D. B., & Goldinger, S. D. (1990). Similarity neighborhoods of spoken words. Cognitive models of speech processing: Psycholinguistic and computational perspectives, ed. by GTM Altmann, 142–7.
Luce, P. A., & Pisoni, D. B. (1998). Recognizing spoken words: The neighborhood activation model. Ear and hearing, 19(1), 1.
Marslen-Wilson, W. D. (1987). Functional parallelism in spoken word-recognition. Cognition, 25(1-2), 71-102.
McClelland, J. L., & Elman, J. L. (1986). The TRACE model of speech perception. Cognitive psychology, 18(1), 1-86.
McKean, C., Letts, C., & Howard, D. (2013). Functional reorganization in the developing lexicon: separable and changing influences of lexical and phonological variables on children's fast-mapping. Journal of Child Language, 40(2), 307-335.
Mckean, C., Letts, C., & Howard, D. (2014). Triggering word learning in children with language impairment: The effect of phonotactic probability and neighbourhood density. Journal of child language, 41(6), 1224-1248.
Metsala, J. L. (1997). An examination of word frequency and neighborhood density in the development of spoken-word recognition. Memory & Cognition, 25(1), 47-56.
Mehler, J., Dommergues, J. Y., Frauenfelder, U., & Segui, J. (1981). The syllable's role in speech segmentation. Journal of verbal learning and verbal behavior, 20(3), 298-305.
Miyasako, N. (2002). Does text-glossing have any effects on incidental vocabulary learning through reading for Japanese senior high school students?. Language Education & Technology, 39, 1-20.
Monsell, S., Doyle, M. C., & Haggard, P. N. (1989). Effects of frequency on visual word recognition tasks: Where are they?. Journal of Experimental Psychology: General, 118(1), 43.
Monsell, S., & Hirsh, K. W. (1998). Competitor priming in spoken word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24(6), 1495.
Munson, B., Swenson, C. L., & Manthei, S. C. (2005). Lexical and phonological organization in children: Evidence from repetition tasks. Journal of Speech, Language, and Hearing Research, 48(1), 108-124.
Myers J (2016). Meta-megastudies. The Mental Lexicon 11(3): 329–349.
Nair, V. K., Biedermann, B., & Nickels, L. (2017). Understanding Bilingual Word Learning: The Role of Phonotactic Probability and Phonological Neighborhood Density. Journal of Speech, Language, and Hearing Research, 60(12), 3551-3560.
Nakayama, M., Sears, C. R., & Lupker, S. J. (2008). Masked priming with orthographic neighbors: A test of lexical competition assumption. Journal of Experimental Psychology: Human Perception and Performance, 34, 1236–1260.
Nation, I. S. P. (1990). Teaching and learning vocabulary. New York: Newbury House.
Norris, D., McQueen, J. M., & Cutler, A. (2002). Bias effects in facilitatory phonological priming. Memory & Cognition, 30(3), 399-411.
Pavičić Takač, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters.
Peirce, J. W. (2007). PsychoPy—psychophysics software in Python. Journal of neuroscience methods, 162(1-2), 8-13.
Peirce, J. W. (2009). Generating stimuli for neuroscience using PsychoPy. Frontiers in neuroinformatics, 2, 10.
Peters, E., Heynen, E., & Puimege, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134-148.
Plonsky, L., & Oswald, F. L. (2017). Multiple regression as a flexible alternative to ANOVA in L2 research. Studies in Second Language Acquisition, 39(3), 579-592.
Putra, I. P. B. (2012). Learning vocabulary using English movies with subtitles in SMAK Santo Yoseph. English Educational Journal of Udayana University, 1(1), 1-8.
Pylkkänen, L., Stringfellow, A., & Marantz, A. (2002). Neuromagnetic evidence for the timing of lexical activation: An MEG component sensitive to phonotactic probability but not to neighborhood density. Brain and language, 81(1-3), 666-678.
Radant, H. L. H. J., & Huang, H. L. (2009). Chinese phonotactic patterns and the pronunciation difficulties of Mandarin-Speaking EFL learners. The Asian EFL Journal Quarterly December 2009 Volume 11, Issue 4, 115.
Rodd, J., Gaskell, G., & Marslen-Wilson, W. (2002). Making sense of semantic ambiguity: Semantic competition in lexical access. Journal of Memory and Language, 46(2), 245-266.
Rodgers, T. S. (1969). On Measuring Vocabulary Difficulty. An Analysis of Item Variables in Learning Russian-English Vocabulary Pairs. IRAL-International Review of Applied Linguistics in Language Teaching, 7(4), 327-344.
Roodenrys, S., & Hinton, M. (2002). Sublexical or lexical effects on serial recall of nonwords?. Journal of Experimental Psychology: Learning, Memory, and Cognition, 28(1), 29.
Rouhi, A., & Mohebbi, H. (2012). The effect of computer assisted L1 and L2 glosses on L2 vocabulary learning. The Journal of Asia TEFL, 9(2), 1-19.
Slowiaczek, L. M., Nusbaum, H. C., &Pisono, D. B. (1987). Phonological priming in auditory word recognition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13(1), 64.
Stamer, M. K., & Vitevitch, M. S. (2012). Phonological similarity influences word learning in adults learning Spanish as a foreign language. Bilingualism: Language and Cognition, 15(3), 490-502.
Stickgold, R., & Walker, M. P. (2005). Memory consolidation and reconsolidation: what is the role of sleep?. Trends in neurosciences, 28(8), 408-415.
Storkel, H. L. (2001). Learning new words: Phonotactic probability in language development. Journal of Speech, Language, and Hearing Research, 44(6), 1321-1337.
Storkel, H. L. (2003). Learning new words II: Phonotactic probability in verb learning. Journal of Speech, Language, and Hearing Research, 46(6), 1312-1323.
Storkel, H. L. (2004). Methods for minimizing the confounding effects of word length in the analysis of phonotactic probability and neighborhood density. Journal of Speech, Language, and Hearing Research, 47(6), 1454-1468.
Storkel, H. L., & Maekawa, J. (2005). A comparison of homonym and novel word learning: The role of phonotactic probability and word frequency. Journal of Child Language, 32(4), 827-853.
Storkel, H. L. (2009). Developmental differences in the effects of phonological, lexical and semantic variables on word learning by infants. Journal of child language, 36(2), 291-321.
Storkel, H. L. (2011). Differentiating word learning processes may yield new insights–a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’. Journal of Child Language, 38(1), 51-55.
Storkel, H. L., Armbrüster, J., & Hogan, T. P. (2006). Differentiating phonotactic probability and neighborhood density in adult word learning. Journal of Speech, Language, and Hearing Research, 49(6), 1175-1192.
Storkel, H. L., & Lee, S. Y. (2011). The independent effects of phonotactic probability and neighbourhood density on lexical acquisition by preschool children. Language and Cognitive Processes, 26(2), 191-211.
Storkel, H. L., & Hoover, J. R. (2011). The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary. Journal of Child Language, 38(3), 628.
Storkel, H. L., & Rogers, M. A. (2000). The effect of probabilistic phonotactics on lexical acquisition. clinical linguistics & phonetics, 14(6), 407-425.
Suárez, L., Tan, S. H., Yap, M. J., & Goh, W. D. (2011). Observing neighborhood effects without neighbors. Psychonomic bulletin & review, 18(3), 605-611
Talamas, A., Kroll, J. F., & Dufour, R. (1999). From form to meaning: Stages in the acquisition of second-language vocabulary. Bilingualism: language and cognition, 2(1), 45-58.
Tamminen, J., & Gaskell, M. G. (2006). Learning new words: Effects of lexical competition and age of acquisition. Proc. of CogSci’06.
Tamminen, J., & Gaskell, M. G. (2008). Short Article: Newly Learned Spoken Words Show Long-Term Lexical Competition Effects. Quarterly Journal of Experimental Psychology, 61(3), 361-371.
Tressoldi, P. E. (1996). L’evoluzione della lettura e della scrittura dalla 2a elementare alla 3a media. Dati per un modello di sviluppo e per la diagnosi dei disturbi specifici (The development of reading and spelling abilities from 2nd to 8th grade. Data for a developmental model and for the diagnosis of specific learning disorders). EtÁ evolutiva, 56, 43–55.
van der Kleij, S. W., Rispens, J. E., & Scheper, A. R. (2016). The effect of phonotactic probability and neighbourhood density on pseudoword learning in 6-and 7-year-old children. First Language, 36(2), 93-108.
Vitevitch, M. S., Luce, P. A., Charles-Luce, J., & Kemmerer, D. (1997). Phonotactics and syllable stress: Implications for the processing of spoken nonsense words. Language and speech, 40(1), 47-62.
Vitevitch, M. S., & Luce, P. A. (1998). When words compete: Levels of processing in perception of spoken words. Psychological science, 9(4), 325-329.
Vitevitch, M. S., Luce, P. A., Pisoni, D. B., & Auer, E. T. (1999). Phonotactics, neighborhood activation, and lexical access for spoken words. Brain and language, 68(1-2), 306-311.
Vitevitch, M. S., Armbrüster, J., & Chu, S. (2004). Sublexical and lexical representations in speech production: Effects of phonotactic probability and onset density. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30(2), 514.
Vitevitch, M. S., & Stamer, M. K. (2006). The curious case of competition in Spanish speech production. Language and cognitive processes, 21(6), 760-770.
Vitevitch, M. S., & Rodríguez, E. (2005). Neighborhood density effects in spoken word recognition in Spanish. Journal of Multilingual Communication Disorders, 3(1), 64-73.
Wang, Z. (2014). Review of the Influence of L1 in L2 Acquisition. Studies in Literature and Language, 9(2), 57.
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in second language acquisition, 287-307.
Weber, A., & Cutler, A. (2004). Lexical competition in non-native spoken-word recognition. Journal of Memory and Language, 50(1), 1-25.
Wojcik, E. H. (2013). Remembering new words: integrating early memory development into word learning. Frontiers in psychology, 4, 151.
Yamashita, J., & Jiang, N. A. N. (2010). L1 influence on the acquisition of L2 collocations: Japanese ESL users and EFL learners acquiring English collocations. Tesol Quarterly, 44(4), 647-668.
Yanguas, I. (2009). Multimedia glosses and their effect on L2 text comprehension and vocabulary learning. Language Learning & Technology, 13(2), 48-67.
Yarkoni T, Balota D and Yap M (2008). Moving beyond Coltheart’s N: A new measure of orthographic similarity. Psychonomic Bulletin & Review 15(5): 971–979.
Yoshii, M. (2006). L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology, 10(3), 85-101.