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Input variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker variability benefits L2 vocabulary learning in adults, but this may not be the case for younger learners. In this study native English-speaking adults, 7- to 8-year-olds, and 10- to 11-year-olds learned six novel Lithuanian words from a single speaker, and six from eight speakers. In line with previous research, adults showed better production of the multispeaker items at test. No such benefit was found for either group of children, either in production or comprehension. Children also had greater difficulties in processing multiple-speaker cues during training. We conclude that age-related capacity limitations may constrain the ability to utilize speaker variability when learning words in a new language.

Input variability is key in many aspects of linguistic learning, yet variability increases input complexity, which may cause difficulty in some learning contexts. The current work investigates this trade-off by comparing speaker variability effects on L2 vocabulary learning in different age groups. Existing literature suggests that speaker variability benefits L2 vocabulary learning in adults, but this may not be the case for younger learners. In this study native English-speaking adults, 7- to 8-year-olds, and 10- to 11-year-olds learned six novel Lithuanian words from a single speaker, and six from eight speakers. In line with previous research, adults showed better production of the multispeaker items at test. No such benefit was found for either group of children, either in production or comprehension. Children also had greater difficulties in processing multiple-speaker cues during training. We conclude that age-related capacity limitations may constrain the ability to utilize speaker variability when learning words in a new language. [ABSTRACT FROM AUTHOR]

Background: Familiar collocations (e.g., "it's alright") are an important part of everyday conversation. Such word combinations are often retained in speakers with Broca's aphasia. However, only few investigations have studied the forms and functions of familiar collocations available to speakers with Broca's aphasia. Aims: We first apply a frequency-based perspective to word combinations produced by speakers with Broca's aphasia and their conversation partners (CPs), and compare the frequency characteristics of word combinations in dyadic and non-dyadic speech. Second, we investigate the conversational functions of one prominent familiar collocation, "I don't know" (IDK). Methods & Procedures: In the first analysis, speech samples from interactions of nine dyads (each a speaker with Broca's aphasia and their CP) were examined. Non-dyadic samples were selected from 39 speakers with Broca's aphasia from AphasiaBank (MacWhinney et al., 2011). The Frequency in Language Analysis Tool (FLAT; Zimmerer & Wibrow, 2015) was used to estimate collocation strength (the degree of association between words in a combination) of well-formed bigrams (two-word combinations) and trigrams (three-word combinations). The second analysis presents a qualitative investigation of uses of IDK in dyadic exchanges. Outcomes & Results: Analysis 1 revealed that residual trigrams in Broca's aphasia were more strongly collocated in comparison to language produced by CPs. There was no difference in frequency-based profiles between dyadic and non-dyadic aphasic speech. Analysis 2 indicated that speakers with Broca's aphasia and CPs used IDK to achieve a variety of communicative functions. However, patterns specific to each participant group were found. Conclusions: These findings highlight that frequency-based analysis is useful in explaining residual, grammatically well-formed word combinations in Broca's aphasia. This study provides evidence that IDK can aid turn construction in aphasia. [ABSTRACT FROM AUTHOR]

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In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship., Competing Interests: We declare we have no competing interests., (© 2023 The Authors.)