Ifigeneia Dosi*, Ianthi Tsimpli**, Despina Papadopoulou***
Democritus University of Thrace*
University of Cambridge**
Aristotle University of Thessaloniki*
It is debated what exactly Elicited Imitation Tasks (EITs) measure; more specifically, it is not clear to what extent language ability andworking memory capacityare involved.Some researchers note that language abilities are more prevalent in those tasks, since participants focus on the meaning of the sentence in order to retrieveit(DeKeyser,2003; Ellis, 2005; Erlam, 2006).Furthermore, language proficiency affects task performance (Bley-Vroman& Chaudron, 1994; Munnich, Flynn & Martohardjono,1994).On the other hand, there is a debate regardingthe role of memory in EITs. Some studies argue that the contributionof memory, either working memory (WM) or short-term memory (STM) is critical for accurate performance (Alloway &Gathercole, 2005; Alloway, Gathercole,Willis & Adams, 2004).Otherspoint out the involvementof further cognitive abilities, such as episodic buffer(Baddeley & Wilson, 2002) or metalinguistic awareness (Bialystok 1991). Fewstudies claim that EITs do not entail any linguistic processing and are based onrote memory capacity (Hamayan, Saegert, & Larudee, 1977),whereasthere are also studies whichdo notfind a correlation between EIT and WM tasks (Okura& Lonsdale, 2012).More recent studies demonstrate that both language abilities and cognitive skills are neededin EITs (Riches, 2012; Klem,Melby-Lervaog, Hagtvet,Lyster,Gustafsson &Hulme,2015). To our knowledge, there are no studies that explored the role of other executive functions(i.e. updating)in the performance onEITs.