Effects of Word Semantic Transparency, Context Length, and L1 Background on CSL Learners’ Incidental Learning of Word Meanings in Passage-Level Reading

2021 ◽  
Author(s):  
Ming Tang ◽  
Shui Duen Chan
Keyword(s):  
Incidental Learning ◽  
Semantic Transparency ◽  
Word Meanings ◽  
Passage Level

Chinese Children's Incidental Learning of Word Meanings

2001 ◽  
Vol 26 (2) ◽  
pp. 249-266 ◽  
Author(s):  
Yu-Min Ku ◽  
Richard C. Anderson
Keyword(s):  
Incidental Learning ◽  
Word Meanings

scholarly journals Learning new word meanings from story reading: the benefit of immediate testing

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e11693
Author(s):  
Rachael C. Hulme ◽  
Jennifer M. Rodd
Keyword(s):  
Incidental Learning ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Multiple Choice ◽  
Cued Recall ◽  
Intentional Learning ◽  
Word Meanings ◽  
Story Reading ◽  
New Meanings

This study investigated how word meanings can be learned from natural story reading. Three experiments with adult participants compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 h later. Results for both measures showed higher accuracy for intentional learning, which was also more time efficient than incidental learning. However, there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 h. It was possible that retrieval practice at the immediate test may have aided learning and improved memory of new word meanings 24 h later, especially for the incidental story reading condition. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests were each individually sufficient to enhance retention compared to having no immediate test (Experiment 3), with a larger learning boost from multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.

scholarly journals Learning new word meanings from story reading: The benefit of immediate testing

2021 ◽  
Author(s):  
Rachael Catherine Hulme ◽  
Jennifer M Rodd
Keyword(s):  
Incidental Learning ◽  
Testing Effect ◽  
Multiple Choice ◽  
Cued Recall ◽  
Intentional Learning ◽  
Word Meanings ◽  
Story Reading ◽  
New Meanings ◽  
Task Conditions

This study investigated how word meanings can be learned from natural story reading. Three experiments compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 hours later. Results showed that intentional learning was more efficient, but there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 hours. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests enhanced retention individually (Experiment 3), with better performance for multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.

scholarly journals Incidental learning and long-term retention of new word meanings from stories: The effect of number of exposures

2018 ◽  
Author(s):  
Rachael Catherine Hulme ◽  
Daria Barsky ◽  
Jennifer M Rodd
Keyword(s):  
Incidental Learning ◽  
Cued Recall ◽  
Web Based ◽  
Word Meanings ◽  
Term Retention ◽  
New Meanings ◽  
Word Forms ◽  
Long Term Retention ◽  
The Impact

This study used a web-based naturalistic story-reading paradigm to investigate the impact of number of exposures on incidental acquisition and long-term retention of new meanings for known words in the native language (L1). Participants read one of four custom-written stories in which they encountered novel meanings (e.g., “a safe concealed within a piece of furniture”) for familiar words (e.g., “foam”). These meanings appeared two, four, six, or eight times in the narrative. The results showed reasonably good memory (assessed by cued recall of (i) novel meanings and (ii) word forms) after only two exposures, emphasising the importance of initial encounters. Accuracy in cued recall of novel meanings showed a linear, incremental increase with more exposures. Interestingly, there was no significant forgetting after one week, regardless of the number of exposures during training. This demonstrates the efficiency with which adults acquire new word meanings in L1 incidentally through reading and retain them well over time.

Limitations to the Spacing Effect

2005 ◽  
Vol 52 (4) ◽  
pp. 257-263 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Remy M. J. P. Rikers ◽  
Henk G. Schmidt
Keyword(s):  
Free Recall ◽  
Phase Retrieval ◽  
Incidental Learning ◽  
Factor Model ◽  
Recall Performance ◽  
Spacing Effect ◽  
Word List ◽  
Intentional Learning ◽  
Study Phase ◽  
Learning Condition

Abstract. The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003 ; Verkoeijen, Rikers, & Schmidt, 2004 ). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learning instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.

Incremental learning of word meanings: ERP evidence for stages of meaning acquisition

2010 ◽  
Author(s):  
Gwen A. Frishkoff ◽  
Kevyn Collins-Thompson ◽  
Charles A. Perfetti
Keyword(s):  
Incremental Learning ◽  
Word Meanings
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