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Apples and oranges
- 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 toDespite 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.…
Author details: | Maria KorochkinaORCiD, Audrey Damaris Bürki-FoschiniORCiDGND, Lyndsey NickelsORCiD |
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DOI: | https://doi.org/10.1016/j.jml.2021.104246 |
ISSN: | 0749-596X |
ISSN: | 1096-0821 |
Title of parent work (English): | Journal of memory and language : JML |
Subtitle (English): | how does learning context affect novel word learning? |
Publisher: | Elsevier |
Place of publishing: | Amsterdam |
Publication type: | Article |
Language: | English |
Date of first publication: | 2021/05/30 |
Publication year: | 2021 |
Release date: | 2023/07/07 |
Tag: | Episodic memory; Integration; Learning context; Semantic memory; Word learning; Word production |
Volume: | 120 |
Article number: | 104246 |
Number of pages: | 17 |
Funding institution: | University of Potsdam; Commission for Research and Young Academics (FNK) at the Faculty of Human Sciences at the University of Potsdam; Deutsche Forschungsgemeinschaft (DFG, German Research Foundation)German Research Foundation (DFG) [317633480 - SFB 1287]; Australian Research CouncilAustralian Research Council [DP190101490] |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Linguistik |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung | |
4 Sprache / 40 Sprache / 400 Sprache | |
Peer review: | Referiert |