Movements were instructed by sequences with a particular combination of digit order and timing (ISI sequence).
We applied auditory BF for three reasons: (1) auditory feedback is preferable for motor learning [20], (2) visual and haptic feedback tends to interfere with the bat swing and other information, and (3) auditory BF would be an optimal method for instructing temporal sequence (e.g., melody road [21]) especially when swinging a bat.
The findings of the study revealed that knowledge of formulaic sequences is a strong predictor of language proficiency and both 'focus on form' and 'focus on forms' methods of instructing formulaic sequences are equally effective in developing and retaining knowledge of formulaic sequences.
To address this issue, the current study investigated the relationship between knowledge of formulaic sequences and language proficiency as well as the most efficient method of instructing formulaic sequences.
The findings of the study revealed that knowledge of formulaic sequences is a strong predictor of language proficiency and both 'focus on form' and 'focus on forms' methods of instructing formulaic sequences are equally effective in the development and retention of knowledge of formulaic sequences.
In instructed trials, the sequence contained one single number repeated four times (e.g., "1 1 1 1").
Based on the strategies observed, both social and task-dependent, we implemented a robotic system capable of autonomously instructing dance sequences to children while displaying basic social cues to engage the child in the task.
The analysis of mixed between-within subjects analysis of variance revealed that both 'focus on form' and 'focus on forms' methods of instructing formulaic sequences are equally effective for immediate and long-term goals.
The study also found that not only form-focused instruction is generally very effective in both developing knowledge of formulaic sequences and sustaining the obtained knowledge in language learners, but also both 'focus on form' and 'focus on forms' methods of instructing formulaic sequences are equally effective for immediate and long-term goals.
Children were instructed to reproduce sequences as accurately as possible.
Participants were instructed to reproduce the sequence by sequential button presses after the presentation of each sequence.
