@article{KorochkinaBuerkiFoschiniNickels2021,
  author    = {Korochkina, Maria and B{\"u}rki-Foschini, Audrey Damaris and Nickels, Lyndsey},
  title     = {Apples and oranges},
  series = {Journal of memory and language : JML},
  volume    = {120},
  journal   = {Journal of memory and language : JML},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0749-596X},
  doi       = {10.1016/j.jml.2021.104246},
  pages     = {17},
  year      = {2021},
  abstract  = {Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.},
  language  = {en}
}
@article{HiltonTwomeyWestermann2019,
  author    = {Hilton, Matt and Twomey, Katherine Elizabeth and Westermann, Gert},
  title     = {Taking their eye off the ball},
  series = {Journal of experimental child psychology},
  volume    = {183},
  journal   = {Journal of experimental child psychology},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0022-0965},
  doi       = {10.1016/j.jecp.2019.01.023},
  pages     = {134 -- 145},
  year      = {2019},
  abstract  = {The current study tests the hypothesis that shy children's reduced word learning is partly due to an effect of shyness on attention during object labeling. A sample of 20- and 26-month-old children (N = 32) took part in a looking-while-listening task in which they saw sets of familiar and novel objects while hearing familiar or novel labels. Overall, children increased attention to familiar objects when hearing their labels, and they divided their attention equally between the target and competitors when hearing novel labels. Critically, shyness reduced attention to the target object regardless of whether the heard label was novel or familiar. When children's retention of the novel word-object mappings was tested after a delay, it was found that children who showed increased attention to novel objects during labeling showed better retention. Taken together, these findings suggest that shyer children perform less well than their less shy peers on measures of word learning because their attention to the target object is dampened. Thus, this work presents evidence that shyness modulates the low-level processes of visual attention that unfold during word learning.},
  language  = {en}
}