Dr Patrick Rebuschat

Dr Patrick Rebuschat

Lecturer

County South
Lancaster University
Bailrigg
Lancaster
United Kingdom
LA1 4YL


Tel: +44 1524 592433
Location: C73

For more information, please visit my lab website (PsyLab) and my Academia page.

My research focuses on bilingual cognition, i.e. I am interested in how we acquire and process a second language. I am particularly interested in the implicit and explicit learning of languages. My work addresses questions such as the following: What role do individual differences play in language acquisition? How does explicit knowledge affect implicit learning? What is the role of frequency in language acquisition? How do we measure implicit and explicit knowledge? How are implicit and explicit knowledge represented in the mind and, ultimately, the brain?

PhD Supervision Interests

My research looks at the following six questions, so I am interested in supervising projects on the following:
1. What role do individual differences (e.g., working memory, intelligence, etc.) play in implicit and explicit learning?
2. How does explicit knowledge affect implicit learning?
3. What is the role of frequency in language acquisition?
4. What is the nature of the (implicit) learning mechanism?
5. How do we measure implicit and explicit knowledge?
6. How are implicit and explicit knowledge represented in the mind and, ultimately, the brain?

Selected Publications

Measuring implicit and explicit knowledge in second language research

Rebuschat, P. 09/2013 In: Language Learning. 63, 3, p. 595–626 32 p.

Research output: Contribution to journalJournal article

Implicit and explicit knowledge in second language acquisition

Rebuschat, P. & Williams, J. N. 10/2012 In: Applied Psycholinguistics. 33, 4, p. 829-856 28 p.

Research output: Contribution to journalJournal article

In Press

Introduction: implicit and explicit learning of languages

Rebuschat, P. expected in 2015 Implicit and explicit learning of languages. Rebuschat, P. (ed.). Amsterdam: John Benjamins

Research output: Contribution in Book/Report/ProceedingsChapter

Challenges in implicit learning research: validating a novel artificial language

Rogers, J., Revesz, A. & Rebuschat, P. expected in 2015 Implicit and explicit learning of languages. Rebuschat, P. (ed.). Amsterdam: John Benjamins

Research output: Contribution in Book/Report/ProceedingsChapter

Working memory, learning context, and the acquisition of L2 syntax

Tagarelli, K. M., Borges Mota, M. & Rebuschat, P. expected in 2015 Working memory in second language acquisition and processing: theory, research and commentary. Zhisheng, W., Borges Mota, M. & McNeill, A. (eds.). Bristol: Multilingual Matters

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Implicit and explicit learning of languages

Rebuschat, P. expected in 2015 Amsterdam: John Benjamins.

Research output: Book/Report/ProceedingsAnthology

2014

Frequency effects, learning conditions, and the development of implicit and explicit lexical knowledge

Hamrick, P. & Rebuschat, P. 2014 Measured language: quantitative approaches to acquisition, assessment, processing and varation. Connor-Linton, J. & Amoroso, L. (eds.). Washington, DC: Georgetown University Press

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Incidental exposure and L3 learning of morphosyntax

Grey, S., Williams, J. N. & Rebuschat, P. 12/2014 In: Studies in Second Language Acquisition. 36, 4, p. 611-645 35 p.

Research output: Contribution to journalJournal article

2013

The developmental outcomes of interaction in conversation groups

Ziegler, N., Ammons, S., Lake, J., Hamrick, P. & Rebuschat, P. 2013 New perspectives on classroom interaction in second language research. McDonough, K. & Mackey, A. (eds.). Amsterdam: John Benjamins, p. 488-530

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Robert DeKeyser

Rebuschat, P. 2013 The Encyclopedia of Applied Linguistics. Chapelle, C. A. (ed.). Oxford: Wiley-Blackwell, Vol. 20

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Nick Ellis

Rebuschat, P. 2013 The Encyclopedia of Applied Linguistics. Chapelle, C. A. (ed.). Oxford: Wiley-Blackwell, Vol. 20

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Prompted production

Rebuschat, P. & Mackey, A. 2013 The Encyclopedia of Applied Linguistics. Chapelle, C. A. (ed.). Oxford: Wiley-Blackwell, Vol. 5

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Implicit learning in second language acquisition

Rebuschat, P. & Williams, J. N. 2013 The Encyclopedia of Applied Linguistics. Chapelle, C. A. (ed.). Oxford: Wiley Blackwell, Vol. 20

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Implicit and explicit knowledge of form-meaning connections: evidence from subjective measures of awareness

Rebuschat, P., Hamrick, P., Sachs, R., Riestenberg, K. & Ziegler, N. 2013 Noticing and second language acquisition: studies in honor of Richard Schmidt. Bergsleithner, J., Frota, S. & Yoshioka, J. K. (eds.). Manoa: University of Hawai’i Press, p. 249-270 22 p.

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Measuring implicit and explicit knowledge in second language research

Rebuschat, P. 09/2013 In: Language Learning. 63, 3, p. 595–626 32 p.

Research output: Contribution to journalJournal article

2012

Implicit learning and acquisition of music

Rohrmeier, M. & Rebuschat, P. 10/2012 In: Topics in Cognitive Science. 4, 4, p. 525-553 29 p.

Research output: Contribution to journalScientific review

Introduction: Statistical learning and language acquisition

Rebuschat, P. & Williams, J. N. 2012 Statistical learning and language acquisition. Rebuschat, P. & Williams, J. N. (eds.). Berlin: Mouton de Gruyter, p. 1-12 12 p.

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

How implicit is statistical learning?

Hamrick, P. & Rebuschat, P. 2012 Statistical learning and language acquisition. Rebuschat, P. & Williams, J. N. (eds.). Berlin: Mouton de Gruyter, p. 365-382

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Statistical learning and syntax: What can be learned, and what difference does meaning make?

Williams, J. N. & Rebuschat, P. 2012 Statistical learning and language acquisition. Rebuschat, P. & Williams, J. N. (eds.). Berlin: Mouton de Gruyter, p. 237-264

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Statistical learning

Rebuschat, P. 2012 The Routledge Encyclopedia of Second Language Acquisition. Robinson, P. (ed.). London: Routledge

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Implicit learning

Rebuschat, P. 2012 The Routledge Encyclopedia of Second Language Acquisition. Robinson, P. (ed.). London: Routledge

Research output: Contribution in Book/Report/ProceedingsEntry for encyclopedia/dictionary

Implicit and explicit knowledge in second language acquisition

Rebuschat, P. & Williams, J. N. 10/2012 In: Applied Psycholinguistics. 33, 4, p. 829-856 28 p.

Research output: Contribution to journalJournal article

Statistical learning and language acquisition

Rebuschat, P. (ed.) & Williams, J. N. (ed.) 2012 Berlin: Mouton de Gruyter. 523 p.

Research output: Book/Report/ProceedingsAnthology

2011

Incidental and online learning of melodic structure

Rohrmeier, M., Rebuschat, P. & Cross, I. 06/2011 In: Consciousness and Cognition. 20, 2, p. 214-222 9 p.

Research output: Contribution to journalJournal article

Introduction: Language and music as cognitive systems

Rebuschat, P., Rohrmeier, M., Hawkins, J. H. & Cross, I. 2011 Language and music as cognitive systems. Rebuschat, P., Rohrmeier, M., Hawkins, J. A. & Cross, I. (eds.). Oxford: Oxford University Press

Research output: Contribution in Book/Report/ProceedingsChapter

Review of Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching. Rod Ellis, Shawn Loewen, Catherine Elder, Rosemary Erlam, Jenefer Philp & Hayo Reinders

Rebuschat, P. 02/2011 In: Studies in Second Language Acquisition. 33, 1, p. 131-132 2 p.

Research output: Contribution to journalBook/Film/Article review

The role of working memory in the implicit and explicit learning of languages

Rebuschat, P., Tagarelli, K. & Borges Mota, M. 2011 Proceedings of the 33rd Annual Conference of the Cognitive Science Society. Carlson, L., Hölscher, C. & Shipley, T. F. (eds.). Austin, TX: Cognitive Science Society, p. 2061-2066

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

Language and music as cognitive systems

Rebuschat, P. (ed.), Rohrmeier, M. (ed.), Hawkins, J. (ed.) & Cross, I. (ed.) 2011 Oxford: Oxford University Press. 356 p.

Research output: Book/Report/ProceedingsAnthology

2009

Implicit learning of word order

Rebuschat, P. & Williams, J. N. 2009 Proceedings of the 31th Annual Conference of the Cognitive Science Society. Taatgen, N. & van Rijn, H. (eds.). Austin, TX: Cognitive Science Society, p. 425-430

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

2006

Dissociating implicit and explicit learning of syntactic rules

Rebuschat, P. & Williams, J. N. 2006 Proceedings of the 28th Annual Meeting of the Cognitive Science Society. Sun, R. (ed.). Mahwah, NJ: Lawrence Erlbaum, p. 2594

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

2004

Sprachaufmerksamkeit im Erwerb fremdsprachlicher Lautsysteme

Rebuschat, P. 2004 Emotion und Kognition im Fremdsprachenunterricht. Börner, W. & Vogel, K. (eds.). Tübingen: Gunter Narr, p. 217-241

Research output: Contribution in Book/Report/ProceedingsChapter (peer-reviewed)

  • The VIEW project

    01/02/2014 → 30/04/2017
    The VIEW Project is an international collaboration involving researchers from Lancaster University (UK), the University of Tübingen (Germany), Pennsylvania State University (USA), and the University ... Read more»
  • Individual differences in implicit and explicit learning

    01/02/2013 → 31/07/2018
    Research in psychology indicates that factors such as age, working memory capacity, and intelligence are more likely to play a role under explicit learning conditions (when subjects are told to consci ... Read more»

 

 

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