The Consolidation of Recognition Memory Over Time: An ERP Investigation Into Vocabulary Learning

2012 ◽  
Author(s):  
Shekeila Palmer ◽  
Jelena Havelka ◽  
Johanna van Hooff
Keyword(s):  
Recognition Memory ◽  
Vocabulary Learning ◽  
Over Time

scholarly journals Changes in Recognition Memory over Time: An ERP Investigation into Vocabulary Learning

PLoS ONE ◽  
2013 ◽  
Vol 8 (9) ◽  
pp. e72870 ◽  
Author(s):  
Shekeila D. Palmer ◽  
Jelena Havelka ◽  
Johanna C. van Hooff
Keyword(s):  
Recognition Memory ◽  
Vocabulary Learning ◽  
Over Time

Vocabulary Learning and Consolidation With Mobile Application

2019 ◽  
pp. 1383-1395
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Language Learners ◽  
Mobile Learning ◽  
Learning Theory ◽  
Real World ◽  
Vocabulary Learning ◽  
Smart Phone ◽  
Autonomous Learning ◽  
Grammatical Class ◽  
Over Time ◽  
Future Reference

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.

scholarly journals The polysemy of the words that children learn over time

2018 ◽  
Vol 19 (3) ◽  
pp. 389-426 ◽  
Author(s):  
Bernardino Casas ◽  
Neus Català ◽  
Ramon Ferrer-i-Cancho ◽  
Antoni Hernández-Fernández ◽  
Jaume Baixeries
Keyword(s):  
Side Effect ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Fast Growth ◽  
Syntactic Category ◽  
Evolutionary Pattern ◽  
Part Of Speech ◽  
Two Phases ◽  
Polysemous Words ◽  
Over Time

Abstract Here we study polysemy as a potential learning bias in vocabulary learning in children. Words of low polysemy could be preferred as they reduce the disambiguation effort for the listener. However, such preference could be a side-effect of another bias: the preference of children for nouns in combination with the lower polysemy of nouns with respect to other part-of-speech categories. Our results show that mean polysemy in children increases over time in two phases, i.e. a fast growth till the 31st month followed by a slower tendency towards adult speech. In contrast, this evolution is not found in adults interacting with children. This suggests that children have a preference for non-polysemous words in their early stages of vocabulary acquisition. Interestingly, the evolutionary pattern described above weakens when controlling for syntactic category (noun, verb, adjective or adverb) but it does not disappear completely, suggesting that it could result from a combination of a standalone bias for low polysemy and a preference for nouns.

scholarly journals Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012)

2018 ◽  
Vol 52 (4) ◽  
pp. 512-523
Author(s):  
Ana Pellicer-Sánchez
Keyword(s):  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Instructional Interventions ◽  
Learning And Teaching ◽  
Replication Studies ◽  
Learning Conditions ◽  
Longitudinal Approach ◽  
Vocabulary Growth ◽  
Vocabulary Depth ◽  
Over Time

There has been extensive research in the last 20 years on the effectiveness of different instructional interventions and learning conditions on the acquisition of vocabulary. However, very few attempts have been made to explore how vocabulary knowledge develops over time. This paper argues for the need to conduct more longitudinal studies on vocabulary learning and teaching and provides suggestions for important replication studies in the area. In particular, this paper calls for the replication of the studies by Schmitt (1998) and Webb & Chang (2012). Unlike most studies on vocabulary learning and teaching, these two follow a longitudinal approach and study vocabulary growth from two main perspectives, i.e. the development of vocabulary depth and vocabulary breadth. The approximate replications suggested here would constitute an important contribution to the field of vocabulary learning and teaching.

Vocabulary Learning and Consolidation with Mobile Application

2014 ◽  
Vol 4 (1) ◽  
pp. 101-112 ◽  
Author(s):  
Dongshuo Wang ◽  
Bin Zou ◽  
Minjie Xing
Keyword(s):  
Language Learners ◽  
Mobile Learning ◽  
Real World ◽  
Mobile Application ◽  
Vocabulary Learning ◽  
Smart Phone ◽  
Reference Listing ◽  
Grammatical Class ◽  
Over Time ◽  
Future Reference

Language learners at all levels need a way of recording and organising newly learned vocabulary for consolidation and for future reference. Listing words alphabetically in a vocabulary notebook has been a traditional way of organising this information. However, paper-based notes are limited in terms of space (learners often run out of space for certain categories; for others the space might be unused) and time (handwritten pages deteriorate over time and cannot easily be updated). Organizing vocabulary in more meaningful categories might make it easier to learn. Textbooks, for example, often introduce new vocabulary thematically. Words can also be organised according to their grammatical class or characteristics, their real world category (e.g. modes of transport, means of communication), their phonological pattern, their etymological elements, or according to when/where they were learnt. This research experiments how the mobile learning of a lexical spreadsheet can be used for the consolidation of and reference to new vocabulary. Offering the learner multiple ways of organising vocabulary at the same time – combining all of the approaches mentioned above, the resource can easily be modified and updated. Importantly, in keeping with autonomous learning theory, the spreadsheet is designed to encourage learners to take more responsibility for their own vocabulary learning and to approach this process more systematically. The resource can be used from any mobile smart phone, tablet or i-Pad.

scholarly journals A Dynamic Approach to Recognition Memory

2017 ◽  
Author(s):  
Gregory Edward Cox ◽  
Rich Shiffrin
Keyword(s):  
Decision Making ◽  
Recognition Memory ◽  
Response Time ◽  
Source Memory ◽  
Dynamic Approach ◽  
Short Term ◽  
Trade Off ◽  
The Core ◽  
Speed Accuracy ◽  
Over Time

We present a dynamic model of memory that integrates the processes of perception, retrieval from knowledge, retrieval of events, and decision making as these evolve from one moment to the next. The core of the model is that recognition depends on tracking changes in familiarity over time from an initial baseline generally determined by context, with these changes depending on the availability of different kinds of information at different times. A mathematical implementation of this model leads to precise, accurate predictions of accuracy, response time, and speed-accuracy trade-off in episodic recognition at the levels of both groups and individuals across a variety of paradigms. Our approach leads to novel insights regarding word frequency, speeded responding, context reinstatement, short-term priming, similarity, source memory, and associative recognition, revealing how the same set of core dynamic principles can help unify otherwise disparate phenomena in the study of memory.

Nature of the Representation for Picture-Recognition Memory

1979 ◽  
Vol 49 (2) ◽  
pp. 619-629 ◽  
Author(s):  
R. E. Franken ◽  
G. L. Rowland
Keyword(s):  
Recognition Memory ◽  
Picture Recognition ◽  
Picture Memory ◽  
Large Numbers ◽  
Over Time ◽  
Categorization Model

When distracting pictures are randomly selected from the same pool of pictures as the target pictures, performance with large numbers of pictures (1,000) is much poorer than has previously been reported. Further, performance drops quite substantially after 1 wk., a finding that differs from the conclusion that picture memory is relatively stable over time. Under conditions where the distractors were selected to reduce similarity between targets and distracting pictures, performance approximated levels previously reported in the literature. The results of the experiments seem to demand some type of categorization model of picture-recognition memory.

The Effect of Task-Based Reading on Fl Vocabulary Learning

2007 ◽  
Vol 153 ◽  
pp. 1-24 ◽  
Author(s):  
Raquel Esquiliche Mesa ◽  
Anthony Bruton ◽  
Tony Ridgway
Keyword(s):  
Secondary School ◽  
Vocabulary Acquisition ◽  
Vocabulary Learning ◽  
Effective Means ◽  
Extensive Reading ◽  
Short Term ◽  
Incidental Vocabulary ◽  
Efl Students ◽  
L2 Vocabulary ◽  
Over Time

AbstractThere is growing evidence that incidental vocabulary learning from extensive reading may not be a very efficient or effective means of acquiring L2 vocabulary, at least in the short-term. This study investigates the effect on FL vocabulary learning of secondary school EFL students completing four task-based reading texts under two procedurally contrasted conditions: either with teacher support or with peer collaborative support. The students, in two genuine classes, read two short texts in each condition as normal timetabled activities, partly for ethical and partly for technical reasons. This is one of a few studies that have researched FL vocabulary acquisition from a number of different texts over time, and within a task-based framework. Four texts in English with both nonlinguistic and linguistic check tasks were read in total, and thirty-two vocabulary items were targeted. On the delayed L2-L1 translation recognition posttest of the targeted vocabulary items, the scores for the teacher-supported conditions were double those for the peer-supported conditions, but in both cases the scores were disappointingly low.

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