Investigating the Effectiveness of the Uses of Electronic and Paper-Based Dictionaries in Promoting Incidental Word Learning

2015 ◽  
pp. 59-69 ◽  
Author(s):  
Di Zou ◽  
Haoran Xie ◽  
Fu Lee Wang ◽  
Tak-Lam Wong ◽  
Qingyuan Wu
Keyword(s):  
Word Learning ◽  
Incidental Word Learning

Word Learning and Story Comprehension From Digital Storybooks

2016 ◽  
Vol 55 (3) ◽  
pp. 410-428 ◽  
Author(s):  
Elizabeth S. Kelley ◽  
Kara Kinney
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Word Learning ◽  
Group Differences ◽  
Story Comprehension ◽  
Experimental Conditions ◽  
New Words ◽  
Incidental Exposure ◽  
Learning Instruction ◽  
Incidental Word Learning

An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: interactive in which the story text was presented aloud and interactive features were present and not interactive in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new word per child. This study contributes preliminary data to indicate that interactive components of digital storybooks may not be sufficient to facilitate language learning. Instruction, rather than incidental exposure, is likely necessary for meaningful language learning from digital storybooks.

Incidental Word Learning While Reading: A Meta-Analysis

1999 ◽  
Vol 69 (3) ◽  
pp. 261-285 ◽  
Author(s):  
M.S.L. Swanborn ◽  
K. de Glopper
Keyword(s):  
Word Learning ◽  
Meta Analysis ◽  
Incidental Word Learning

scholarly journals Anchoring and contextual variation in the early stages of incidental word learning during reading

2020 ◽  
Author(s):  
Matthew HC Mak ◽  
Yaling Hsiao ◽  
Kate Nation
Keyword(s):  
Word Learning ◽  
Lexical Processing ◽  
Verbal Learning ◽  
Long Term Memory ◽  
Early Stages ◽  
Contextual Variation ◽  
Low Diversity ◽  
Incidental Word Learning ◽  
Novel Words

Lexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning experiments and simulations offer an opportunity to manipulate contextual variation directly and measure the effects on processing. In Experiment 1, adults read novel words in six naturalistic passages spanning one familiar topic (low semantic diversity) or six familiar topics (high semantic diversity). Words experienced in the low-diversity condition showed better learning, an effect replicated by simulating spreading activation in lexical networks differing in semantic diversity. We attributed these findings to “anchoring”, a process of stabilizing novel word representations by securing them onto a familiar topic in long-term memory. Simulation 2 and Experiment 2 tested whether word learning might be better placed to take advantage of diversity if novel words were first anchored before diversity was introduced. Simulations and behavioural data both showed that after an anchoring opportunity, novel words forms were better learned in the high-diversity condition. These findings show that anchoring and contextual variation both influence the early stages of word learning.

PROCESSING VARIABILITY IN INTENTIONAL AND INCIDENTAL WORD LEARNING

2019 ◽  
Vol 42 (2) ◽  
pp. 327-357 ◽  
Author(s):  
Bronson Hui
Keyword(s):  
Eye Tracking ◽  
Word Learning ◽  
Frequency Control ◽  
Native English Speakers ◽  
English Word ◽  
Word Knowledge ◽  
Tracking Data ◽  
Learning Experiment ◽  
And Control ◽  
Incidental Word Learning

AbstractI investigated the trajectory of processing variability, as measured by coefficient of variation (CV), using an intentional word learning experiment and reanalyzing published eye-tracking data of an incidental word learning study (Elgort et al., 2018). In the word learning experiment, native English speakers (N = 35) studied Swahili-English word pairs (k = 16) before performing 10 blocks of animacy judgment tasks. Results replicated the initial CV increase reported in Solovyeva and DeKeyser (2018) and, importantly, captured a roughly inverted U-shaped development in CV. In the reanalysis of eye-tracking data, I computed CVs based on reading times on the target and control words. Results did not reveal a similar inverted U-shaped development over time but suggested more stable processing of the high-frequency control words. Taken together, these results uncovered a fuller trajectory in CV development, differences in processing demands for different aspects of word knowledge, and the potential use of CV with eye-tracking research.

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