John Turlik’s scientific contributions

... In learning a new subject at college/university, students need to master the terminology of their field as well as language for academic purposes (Turlik, 2013). They normally meet this vocabulary in the context of reading or listening about their subject, but new terms may also be presented and explained directly; in English teaching, traditionally new vocabulary in textbooks is often presented in the form of lists followed by a gap-fill or matching activity. ...

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A student-centered approach to vocabulary building using Popplet, Pages and Puppet Pals

... As Murre (2014) shows, the emphasis on power or exponential learning curves may be an artifact of cognitive psychology's focus on simple word-pair learning experiments. Rather, complex tasks, such as learning to juggle (Qiao, 2021) or learning a foreign language (Daller et al., 2013), are most likely to show an S-shaped learning curve (Son & Sethi, 2010). Even the learning of nonsense syllables can exhibit an S-shaped curve when the list length is sufficiently large, as shown by Hull et al.'s (1940) data from the learning of 205 nonsense syllables over multiple presentations (see Figs. 26 and 27 of Hull et al., 1940). ...

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A Computational Model of School Achievement

... Brysbaert and New's 2009 validation of a frequency measure using L1 response latencies and McDonald and Shillcock's 2001, use of L1 behavioral data to explore the construct of contextual diversity) and previous L2 research, which has used psycholinguistic word information (e.g. frequency, familiarity, imagability), but not L1 response latencies, to investigate L2 lexical proficiency (Daller et al. 2013;Kyle and Crossley 2015). Our method, described below, is unique in that it derives assessment measures from the psycholinguistic processing of words by NSs rather than from subjective judgments (e.g. ...

Reference:

Using Native-Speaker Psycholinguistic Norms to Predict Lexical Proficiency and Development in Second-Language Production