@misc{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking effects depend on tracking type},
  series = {American educational research journal},
  volume    = {50},
  journal   = {American educational research journal},
  number    = {5},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404052},
  pages     = {33},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}
@misc{ClahsenBalkhairSchutteretal.2013,
  author    = {Clahsen, Harald and Balkhair, Loay and Schutter, John-Sebastian and Cunnings, Ian},
  title     = {The time course of morphological processing in a second language},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {379},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-403684},
  pages     = {25},
  year      = {2013},
  abstract  = {We report findings from psycholinguistic experiments investigating the detailed timing of processing morphologically complex words by proficient adult second (L2) language learners of English in comparison to adult native (L1) speakers of English. The first study employed the masked priming technique to investigate -ed forms with a group of advanced Arabic-speaking learners of English. The results replicate previously found L1/L2 differences in morphological priming, even though in the present experiment an extra temporal delay was offered after the presentation of the prime words. The second study examined the timing of constraints against inflected forms inside derived words in English using the eye-movement monitoring technique and an additional acceptability judgment task with highly advanced Dutch L2 learners of English in comparison to adult L1 English controls. Whilst offline the L2 learners performed native-like, the eye-movement data showed that their online processing was not affected by the morphological constraint against regular plurals inside derived words in the same way as in native speakers. Taken together, these findings indicate that L2 learners are not just slower than native speakers in processing morphologically complex words, but that the L2 comprehension system employs real-time grammatical analysis (in this case, morphological information) less than the L1 system.},
  language  = {en}
}