The present study investigated whether word learning and retention in a second language are contingent upon a task's involvement load, i.e., the amount of need, search, and evaluation the task imposes. Laufer and Hulstijn (2001) contend that tasks with higher degrees of these three components induce higher involvement load, and are, therefore, more effective for word learning. To test this clai...

conclusions it was observed that the success and survival rate of maxillary molar immediate implant was relatively high and similar to those of conventional delayed implants. results immediate implants were most frequently used for incisor and premolar sites and there is very little data available on immediate implantation in the molar area. in this research, we reviewed all the existing papers...

We investigated whether the superior memory performance sometimes seen with delayed rather than immediate feedback was attributable to the shorter retention interval (or lag to test) from the last presentation of the correct information in the delayed condition. Whether lag to test was controlled or not, delayed feedback produced better final test performance than did immediate feedback, which ...

The present paper aims to study the effect of skill complexity during different delays on bidirectional transfer on bidirectional transfer of tracking task in different stages (pretest, acquisition phase, immediate transfer, one-day delayed transfer, two-day delayed transfer, and seven-day delayed transfer). Three variables including handedness, time lagges, and skill complexity were studied. T...

The present study examines the effect that annotation type has on L2 incidental vocabulary retention in a multimedia reading setting. Three annotation types were compared: text-only, picture-only, and a combination of the two. The participants were 151 adult ESL learners at beginning and intermediate language proficiency levels. The participants read a story for comprehension purposes using the...

This quasi-experimental study investigated the effect of bottom-up and top-down instructional approaches on English as a foreign language (EFL) vocabulary recall and retention. To this end, 44 high school students from two intact classes were assigned to bottom-up (n = 21) and top-down (n = 23) groups. The participants were exposed to 20 hours of explicit vocabulary instruction during 10 weeks ...

Five experiments with rat subjects compared the effects of immediate and delayed extinction on the durability of extinction learning. Three experiments examined extinction of fear conditioning (using the conditioned emotional response method), and two experiments examined extinction of appetitive conditioning (using the food-cup entry method). In all experiments, conditioning and extinction wer...