Jared A Linck

• PhD
• Systems Engineer at SAS Institute (Arlington VA)

English learners (ELs) in K–12 schools must acquire English while simultaneously mastering content knowledge. Educational technology may support students’ learning through the affordance of individualized language practice. The current randomized controlled trial intervention study examined the effects of Rosetta Stone Foundations software on Engli...

Studies of bilingual speech production suggest that different executive functions (EFs) contribute to the cognitive control of language production. However, no study has simultaneously examined the relationship between different EFs and language control during online speech production. The current study examined individual differences in three EFs...

This book includes a selection of theoretical and practical accounts of the acquisition of Portuguese from a broad range of linguistic perspectives. This collection is particularly appealing in the broad academic sphere of language acquisition due to the fact that there has yet to be one entirely dedicated to Portuguese as an Additional Language (P...

This book includes a selection of theoretical and practical accounts of the acquisition of Portuguese from a broad range of linguistic perspectives. This collection is particularly appealing in the broad academic sphere of language acquisition due to the fact that there has yet to be one entirely dedicated to Portuguese as an Additional Language (P...

Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs...

Research has shown that between-language similarity affects multilingual language learning and processing (e.g., cognate facilitation effects and false friend interference effects). There are no standard metrics of between-language similarity for word pairs that account for psycholinguistic factors that affect language processing andthat can be use...

Learning a third language (L3) that is closely-related to a second language (L2) is an efficient way to leverage existing linguistic knowledge. One particular US population that is commonly taught a closely-related L3 is native or advanced L2 Spanish speakers learning Portuguese (Carvalho, Freire, & da Silva, 2010). Recent research has focused on f...

Considerable work has used language-switching tasks to investigate how bilinguals manage competition between languages. Language-switching costs have been argued to reflect persisting inhibition or persisting activation of a non-target language. However, these costs might instead reflect the use of bivalent stimuli (i.e. pictures or digits that can...

The role of executive functioning in second language (L2) aptitude remains unclear. Whereas some studies report a relationship between working memory (WM) and L2 learning, others have argued against this association. Similarly, being bilingual appears to benefit inhibitory control, and individual differences in inhibitory control are related to onl...

Second language acquisition researchers often face particular challenges when attempting to generalize study findings to the wider learner population. For example, language learners constitute a heterogeneous group, and it is not always clear how a study's findings may generalize to other individuals who may differ in terms of language background a...

Although working memory (WM) figures centrally in many theories of second language (L2) proficiency development and processing, some have argued that the importance of WM is overstated (e.g., Juffs, Transactions of the Philological Society, 102, 199-225, 2004). Despite many studies over the past two decades, the literature lacks a quantitative synt...

In the task-switching paradigm, the latency switch-cost score-the difference in mean reaction time between switch and nonswitch trials-is the traditional measure of task-switching ability. However, this score does not reflect accuracy, where switch costs may also emerge. In two experiments that varied in response deadlines (unlimited vs. limited ti...

Few adult second language (L2) learners successfully attain high-level proficiency. Although decades of research on beginning to intermediate stages of L2 learning have identified a number of predictors of the rate of acquisition, little research has examined factors relevant to predicting very high levels of L2 proficiency. The current study, cond...

Experimental speech research often makes use of complex experimental designs, but even when multiple experimental factors are manipulated, measured outcomes may be influenced by non-controlled and incompletely controlled factors. Multilevel models (of which mixed-effect models are a special case) enable unified analysis of the relationships between...

This study investigated the role of domain-general inhibitory control in trilingual speech production. Taking an individual differences approach, we examined the relationship between performance on a non-linguistic measure of inhibitory control (the Simon task) and a multilingual language switching task for a group of fifty-six native English (L1)...

Factors affecting second language listening comprehension understand more of what they hear when they are listening to their non-native language. 1 Further, listeners who effectively use metacognitive strategies—that is, those who are aware of and use effective strategies, such as avoiding mental translation—demonstrate better L2 listening comprehe...

Adults are notoriously poor second-language (L2) learners. A context that enables successful L2 acquisition is language immersion. In this study, we investigated the effects of immersion learning for a group of university students studying abroad in Spain. Our interest was in the effect of immersion on the native language (L1), English. We tested t...

Many recent studies demonstrate that both languages are active when bilinguals and second language (L2) learners are reading, listening, or speaking one language only. The parallel activity of the two languages has been hypothesized to create competition that must be resolved. Models of bilingual lexical access have proposed an inhibitory control m...

What does it take to become a skilled bilingual? Past research on the acquisition of a second language (L2) by adult learners has focused on the degree to which the attainment of proficiency is constrained by the age at which L2 exposure occurs (e.g., Johnson & Newport 1989; Birdsong 1999; Flege 2003), by the degree of transfer from the first langu...

Despite its importance in the development of second language (L2) proficiency, there is little research on listening comprehension in a second language. Evidence for the role of most factors that may impact second language listening is sparse. One practical factor often mentioned in relation to the difficulty of L2 listening passages is length, but...