HOW DOES MODE OF INPUT AFFECT THE INCIDENTAL LEARNING OF COLLOCATIONS?

Abstract There has been little research investigating how mode of input affects incidental vocabulary learning, and no study examining how it affects the learning of multiword items. The aim of this study was to investigate incidental learning of L2 collocations in three different modes: reading, listening, and reading while listening. One hundred thirty-eight second-year college students learning EFL in Taiwan were randomly assigned to three experimental groups (reading, listening, reading while listening) and a no treatment control group. The experimental groups encountered 17 target collocations in the same graded reader. Learning was measured using two tests that involved matching the component words and recalling their meanings. The results indicated that the reading while listening condition was most effective while the reading and listening conditions contributed to similarly sized gains. The findings suggest that listening may play a more important role in learning collocations than single-word items.

Protective effects of histamine on Gq-mediated relaxation in regenerated endothelium

AJP Heart and Circulatory Physiology ◽

10.1152/ajpheart.00733.2013 ◽

2014 ◽

Vol 306 (2) ◽

pp. H286-H290 ◽

Cited By ~ 4

Author(s):

Calvin K. Chan ◽

Song Yan Liao ◽

Yue Lin Zhang ◽

Aimin Xu ◽

Hung Fat Tse ◽

...

Keyword(s):

Area Under The Curve ◽

Treated Group ◽

Control Group ◽

Protective Effects ◽

Treatment Control ◽

Porcine Coronary Artery ◽

Endogenous Histamine ◽

Coronary Endothelium ◽

In the porcine coronary artery, regenerated endothelium is dysfunctional as regards the responses to endothelium-dependent agonists. The current study aimed to determine the possible involvement of histamine in such dysfunction. Pigs were treated chronically with pyrilamine (H1 receptor inhibitor, 2 mg·kg−1·day−1) with part of their coronary endothelium and allowed to regenerate for 28 days after balloon denudation. The results showed a reduction in relaxation to bradykinin (Gq protein dependent) only in the pyrilamine-treated group (area under the curve, 269.7 ± 13.4 vs. 142.0 ± 31.0, native endothelium vs. regenerated endothelium) but not in the control group (253.0 ± 22.1 vs. 231.9 ± 29.5, native endothelium vs. regenerated endothelium). The differences in the relaxation to serotonin (Gi protein dependent) between native and regenerated endothelium were not affected by the pyrilamine treatment (control group, 106.3 ± 17.0 vs. 55.61 ± 12.7; and pyrilamine group, 106.0 ± 8.20 vs. 49.30 ± 6.31, native endothelium vs. regenerated endothelium). These findings indicate that during regeneration of the endothelium, the activation of H1 receptors by endogenous histamine may be required to maintain the endothelium-dependent Gq protein-mediated relaxation to bradykinin, suggesting a beneficial role of the monoamine in the process of endothelial regeneration.

A Treatment/Control Group Study of Growth Hormone Treatment

The Endocrinologist ◽

10.1097/00019616-200010041-00007 ◽

2000 ◽

Vol 10 (Supplement 1) ◽

pp. 31S-37S ◽

Cited By ~ 1

Author(s):

Barbara Y. Whitman ◽

Susan Myers ◽

Aaron Carrel ◽

David Allen

Keyword(s):

Growth Hormone ◽

Growth Hormone Treatment ◽

Hormone Treatment ◽

Control Group ◽

Treatment Control ◽

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

Incidental vocabulary learning and retention of EFL learners

10.1075/resla.19049.can ◽

2021 ◽

Vol 34 (1) ◽

pp. 31-52

Author(s):

Marco Cancino

Keyword(s):

Incidental Learning ◽

Vocabulary Learning ◽

Research Field ◽

L2 Reading ◽

Relevant Variable ◽

Efl Learners ◽

Topic Interest ◽

Incidental Vocabulary ◽

The Relationship

Abstract Research addressing the effect of interest on learning has been thoroughly discussed in learning theory (Renninger et al., 2014). From this rich research field, topic interest has been put forward as a relevant variable in learning in general (Hidi, 2001; Renninger, 2009), and in L2 reading comprehension (Brantmeier, 2006; Eidswick, 2009). However, research focusing on the extent of its influence on L2 incidental vocabulary learning has been scarce (Lee & Pulido, 2017). Thus, this study sought to explore the relationship between topic interest and L2 vocabulary learning by asking 55 male EFL learners at a technological university in Chile to read texts in two conditions (high topic interest and low topic interest) and then assessing incidental learning and retention of twenty target words. Results suggest that topic interest influenced the vocabulary gains made by learners, and that the relationship between topic interest and vocabulary learning and retention can be mediated by dictionary look-up behaviour. Findings are discussed with a focus on the pedagogical actions that can increase learner topic interest.

Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

English Language Teaching ◽

10.5539/elt.v11n3p88 ◽

2018 ◽

Vol 11 (3) ◽

pp. 88

Author(s):

Shiping Duan

Keyword(s):

Incidental Learning ◽

Vocabulary Learning ◽

Multiple Choice ◽

Vocabulary Knowledge ◽

Vocabulary Size ◽

New Words ◽

Incidental Vocabulary ◽

Post Test ◽

Knowledge Scale

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Freign Language (EFL) were asked to read the same reading texts with the two types of glossing and no glossing. Vocabulary acquisition was measured with the vocabulary knowledge scale (VKS). The results indicated that there were obvious vocabulary gains for both MC and SG groups. MC glossing is more conducive to incidental vocabulary learning than SG glossing in both immediate and delayed vocabulary post test. What’s more, learners with larger vocabulary size demonstrated much more significant gains than those with small ones.

Can placebos prevent intrusive memories?

10.31234/osf.io/vwzs3 ◽

2022 ◽

Author(s):

Tobias Kube ◽

Irving Kirsch ◽

Julia Glombiewski ◽

Philipp Herzog

Keyword(s):

Psychological Trauma ◽

Traumatic Experiences ◽

Control Group ◽

Treatment Control ◽

Open Label ◽

Intrusive Memories ◽

Experimental Psychopathology ◽

Negative Appraisal ◽

Treatment Control Group ◽

Healthy Participants

After traumatic experiences, intrusive memories can flash back and evoke significant distress. Here, we investigated whether the occurrence of intrusions can be prevented by placebo. After the exposure to an experimental psychopathology model of psychological trauma, healthy participants (N=112) were randomised to deceptive placebo (DP), open-label placebo (OLP), or a no-treatment control group. The results show that one week later, the groups did not differ in the frequency of intrusive memories. However, participants receiving OLP reported the lowest intensity of intrusions. Participants receiving DP reported the lowest burden of intrusions. Across groups, the expectation that intrusions will be intense and hardly controllable was associated with a higher frequency of intrusions, higher distress, higher burden, and more negative appraisal. The results suggest that expectations play a crucial role in the emergence of intrusive memories and that at least some of the disabling aspects of intrusive memories can be reduced by placebo.

Identifying Key MicroRNAs Targeted by Narenmandula in a Rodent Nephropathy Model

Evidence-based Complementary and Alternative Medicine ◽

10.1155/2020/9196379 ◽

2020 ◽

Vol 2020 ◽

pp. 1-9

Author(s):

Xiulan Wang ◽

Chun Chang ◽

Wenjie Jin ◽

Arun Arun ◽

Sudunabuqi Sudunabuqi ◽

...

Keyword(s):

Renal Function ◽

Differential Expression ◽

Target Genes ◽

Enrichment Analysis ◽

Control Group ◽

Doxorubicin Hydrochloride ◽

Treatment Control ◽

Number Of Genes ◽

Version 2.0 ◽

Background. Untreated nephropathy can progress to renal failure. The traditional Mongolian remedy Narenmandula regulates the kidney “yang.” This study aimed to identify key microRNAs (miRNAs) targeted by Narenmandula in a rat model of nephropathy. Methods. Fifteen rats exhibiting normal renal function were randomized to three study arms. Nephropathy was induced in n = 10 rats using doxorubicin hydrochloride, followed by either Narenmandula treatment (treatment group) or no treatment (control group). In n = 5 rats, no doxorubicin was given and renal function remained unchanged (healthy group). Microarray analysis identified miRNAs which were differentially expressed (DE-miRNAs) between groups. Target genes of DE-miRNAs were predicted using miRWalk version 2.0, followed by enrichment analysis using DAVID, and construction of the miRNA coregulatory network using Cytoscape. Results. Nephropathy was successfully induced, with doxorubicin resulting in differential expression of 3645 miRNAs (1324 upregulated and 2321 downregulated). Narenmandula treatment induced differential expression of a total of 159 miRNAs (102 upregulated and 57 downregulated). Upregulated DE-miRNAs (e.g., miR-497-5p, miR-195-5p, miR-181a-5p, miR-181c-5p, and miR-30e-5p) and downregulated DE-miRNAs (e.g., miR-330-3p and miR-214-3p) regulated a high number of target genes. Moreover, the miRNA pairs (e.g., miR-195-5p—miR-497-5p, miR-181a-5p—miR-181c-5p, and miR-30e-5p—miR-30a-5p) coregulated a high number of genes. Enrichment analysis indicated functional synergy between miR-30e-5p—miR-30a-3p, miR-34a-5p—miR-30e-5p, miR-30e-5p—miR-195-3p, and miR-30a-3p—miR-195-3p pairs. Conclusion. Narenmandula may modulate doxorubicin-induced nephropathy via targeting miR-497-5p, miR-195-5p, miR-181a-5p, miR-181c-5p, miR-30e-5p, miR-330-3p, miR-214-3p, miR-34a-5p, miR-30a-3p, and miR-30a-5p.

Verbal Dramatisation of Words: Incidental Vocabulary Learning via Readers’ Theatre

LSP International Journal ◽

10.11113/lspi.v3n1.34 ◽

2018 ◽

Vol 3 (1) ◽

Author(s):

Ch’ng Looi Chin ◽

Kimberley Lau Yih Long ◽

Yeo Jiin Yih

Keyword(s):

Incidental Learning ◽

Vocabulary Learning ◽

Learning Activity ◽

Reading Material ◽

Incidental Vocabulary ◽

Language Classrooms ◽

Post Test ◽

Readers Theatre ◽

Reader's Theatre

Although explicit teaching of vocabulary is often practised in language classrooms, it has been proven to be rather ineffective since words are not taught in context. This leads to the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatisation of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and reader’s theatre (RT) groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material for the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS

Studies in Second Language Acquisition ◽

10.1017/s0272263119000020 ◽

2019 ◽

Vol 41 (04) ◽

pp. 745-768 ◽

Cited By ~ 3

Author(s):

Niousha Pavia ◽

Stuart Webb ◽

Farahnaz Faez

Keyword(s):

Incidental Learning ◽

Vocabulary Learning ◽

Vocabulary Knowledge ◽

Self Report ◽

Learning Gains ◽

Incidental Vocabulary ◽

Listening Behaviors ◽

The Relationship ◽

Positive Effect

AbstractResearch investigating incidental vocabulary learning through listening to songs has primarily relied on participant’s self-report surveys on listening behaviors and its relationship with their vocabulary knowledge (Kuppens, 2010). Only one experimental study has investigated vocabulary learning gains from listening to songs (Medina, 1993). From the results, the researcher concluded that learning does occur from listening to songs. However, the learning gains were not provided. The present study investigated incidental learning of three vocabulary knowledge dimensions (spoken-form recognition, form-meaning connection, and collocation recognition) through listening to two songs. The effects of repeated listening to a single song (one, three, or five times) and the relationship between frequency of exposure to the targeted vocabulary items and learning gains were also explored. The results indicated that (a) listening to songs contributed to vocabulary learning, (b) repeated listening had a positive effect on vocabulary gains, and (c) frequency of exposure positively affected learning gains.

The Use of Varying High-Confusion versus Low-Confusion Sequences to Teach Letter Discrimination

Journal of Reading Behavior ◽

10.1080/10862967609547173 ◽

1976 ◽

Vol 8 (2) ◽

pp. 161-171

Author(s):

Rosemery O. Nelson ◽

Kenneth S. Wein

Keyword(s):

Preschool Children ◽

Discrimination Training ◽

Matching To Sample ◽

Control Group ◽

Treatment Control ◽

Distinctive Features ◽

Training Groups ◽

Different Types ◽

Within Gibson's framework of teaching children to discriminate the distinctive features of letters, 28 preschool children were trained in letter discrimination using three different types of matching-to-sample alternatives: (1) high-confusion alternatives; (2) low-confusion alternatives; or (3) a sequence of low-, middle-, and high-confusion alternatives. On posttest 1, given after a criterion of two consecutive errorless training days, only the high-confusion and sequence groups significantly improved over their pretest scores as compared with the no-treatment control group. On posttest 2, however, given after a standard number of 20 training days, the performance of all three training groups, including low-confusion, was superior to the control group; no differences were found among the three training groups. The implications of these and other findings for letter discrimination training were discussed.

Increasing Verbalization of Chronic Mental Patients with Operant Techniques: Partial Replication

Perceptual and Motor Skills ◽

10.2466/pms.1973.37.1.205 ◽

1973 ◽

Vol 37 (1) ◽

pp. 205-206

Author(s):

Robert E. Pawlicki ◽

Gary H. Miller ◽

Graham A. Haley

Keyword(s):

Behavior Modification ◽

Attention Control ◽

Control Group ◽

Partial Replication ◽

Treatment Control ◽

Research Attention ◽

Mental Patients ◽

Simple Motor ◽

Treatment Control Group ◽

Modification Treatment

The present study replicated previous results showing the effectiveness of behavior-modification techniques in reinstating verbalization in mute psychotics. Those patients experiencing behavior-modification treatment increased their verbalization level significantly more than patients in either an attention-control or a no-treatment control group. Commencing behavior-modification at a simple motor level offers important practical advantages and deserves research attention.