scholarly journals The associations between working memory and the effects of multimedia input on L2 vocabulary learning

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Mark Feng Teng ◽  
Danyang Zhang
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Repeated Measures ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Analysis Of Covariance ◽  
Span Test ◽  
L2 Vocabulary

Abstract The efficient use of working memory (WM) increases the potential of a learner’s cognitive abilities in learning through multimedia. The present study aims to explore the role of working memory in vocabulary learning through multimedia input. In particular, we explore the possible associations between two components of WM – executive WM and phonological short-term memory (PSTM) – and the effects of three types of input conditions (Definition + Word information + Video, Definition + Word information, and Definition) on second language (L2) vocabulary learning. A total of 95 students completed learning under the three conditions and took two WM tests: a reading span test, which measures complex executive WM, and a non-word span test, which gauges PSTM. We administered a vocabulary knowledge test, which included receptive and productive vocabulary knowledge, immediately and after two weeks. Our findings, based on repeated-measures analysis of covariance (ANCOVA), support the pronounced effects of the Definition + Word information + Video condition in vocabulary learning and retention, as well as the significant role of complex and phonological WM in vocabulary learning and retention under the three conditions. Theoretical and pedagogical implications concerning the role of WM in vocabulary learning through multimedia input are discussed.

scholarly journals THE ROLES OF PHONOLOGICAL SHORT-TERM MEMORY AND WORKING MEMORY IN L2 GRAMMAR AND VOCABULARY LEARNING

2012 ◽  
Vol 34 (3) ◽  
pp. 379-413 ◽  
Author(s):  
Katherine I. Martin ◽  
Nick C. Ellis
Keyword(s):  
Working Memory ◽  
Foreign Language ◽  
Short Term Memory ◽  
Vocabulary Learning ◽  
Nonword Repetition ◽  
Short Term ◽  
Term Memory ◽  
Grammar Learning ◽  
Independent Effects ◽  
L2 Vocabulary

This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign language before being exposed to plural forms in sentence contexts. Participants were tested on their ability to induce the grammatical forms and to generalize the forms to novel utterances. Individual differences in final abilities in vocabulary and grammar correlated between 0.44 and 0.76, depending on the measure. Despite these strong associations, the results demonstrated significant independent effects of PSTM and WM on L2 vocabulary learning and on L2 grammar learning, some of which were mediated by vocabulary and some of which were direct effects.

scholarly journals INCIDENTAL VOCABULARY LEARNING THROUGH VIEWING VIDEO

2020 ◽  
Vol 42 (4) ◽  
pp. 749-773 ◽  
Author(s):  
Maribel Montero Perez
Keyword(s):  
Working Memory ◽  
Incidental Learning ◽  
Short Term Memory ◽  
Digit Span ◽  
Vocabulary Knowledge ◽  
Learning Gains ◽  
New Words ◽  
Operation Span ◽  
Incidental Vocabulary

AbstractThere is growing evidence that L2 learners pick up new words while viewing video but little is known about the role of individual differences. This study explores incidental learning after viewing a French documentary containing 15 pseudowords and investigates whether learning is moderated by participants’ prior vocabulary knowledge and working memory. Sixty-three higher-intermediate learners of French participated in this study. Prior vocabulary knowledge was measured by means of a French meaning recognition test. Participants also took a forward digit-span (phonological short-term memory), a backward digit-span, and an operation-span task (complex working memory). After viewing the video, four surprise vocabulary tests on form and meaning were administered. Results revealed that learning gains occurred at the level of form and meaning recognition. Vocabulary knowledge was positively related to picking up new words from video. Complex working memory correlated with the recognition tests showing more incidental learning gains for learners with higher complex working memory.

Mobile-assisted vocabulary learning: Investigating receptive and productive vocabulary knowledge of Chinese EFL learners

ReCALL ◽  
2021 ◽  
pp. 1-15
Author(s):  
Yan Li ◽  
Christoph A. Hafner
Keyword(s):  
Undergraduate Students ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Mobile Technologies ◽  
Word Knowledge ◽  
Mobile Platforms ◽  
Efl Learners ◽  
Learning Group ◽  
Chinese University ◽  
L2 Vocabulary

Abstract Considerable research has been conducted on the advancement of mobile technologies to facilitate vocabulary learning and acquisition in a second language (L2). However, whether mobile platforms lead to a comprehensive mastery of both receptive and productive vocabulary knowledge has seldom been addressed in previous literature. This study investigated English vocabulary learning from engagement with mobile-based word cards and paper word cards in the context of the Chinese university classroom. A total of 85 undergraduate students were recruited to take part in the study. The students were divided into two groups, a mobile learning group and a paper-based learning group, and tested on two word knowledge components: receptive knowledge of the form–meaning connection and productive knowledge of collocations. Both the digital and non-digital word cards enhanced L2 vocabulary learning, and the results showed that the mobile application (app) promoted greater gains than physical word cards.

Η ανάπτυξη αναγνωστικών, γλωσσικών και γνωστικών δεξιοτήτων στους μαθητές του δημοτικού σχολείου

2014 ◽  
Author(s):  
Σοφία Παπαϊωάννου
Keyword(s):  
Reading Comprehension ◽  
Cognitive Abilities ◽  
Reading Skills ◽  
Short Term Memory ◽  
Vocabulary Knowledge ◽  
School Students ◽  
Cognitive Approach ◽  
Academic Difficulties ◽  
Close Link ◽  
Development Of Language

Development of Cognitive and Academic Abilities in Greek Elementary School Students The development of language and reading skills is closely linked to the maturation ofcognitive abilities. This study focuses on Attention and Executive skills (EFs) and theirconnection with the development of language and reading skills among elementary schoolstudents, with emphasis on reading comprehension. In the context of two studies weexamined: the effect of Attention and EFs on Reading Comprehension controlling for printrelatedskills, the direct and indirect effects of attention, the factors that may moderate theseeffects of cognitive abilities on Reading Comprehension, and the cognitive and academicperformance of children demonstrating teacher-rated ADHD-related symptoms. A battery of tests assessing Sustained Attention, Short-term Memory (STM), EFs, andacademic skills was administered to a representative sample of, largely untreated, Greekelementary school students (N= 597 and N=923, respectively). Attention and EFs contributedsignificant additional variance to the prediction of Reading Comprehension after controllingfor efficiency, accuracy, morphosyntactic and vocabulary knowledge. Attention-relatedabilities contributed to Reading Comprehension indirectly through EFs. The only factor thatmoderated the effects of EFs on Reading Comprehension was Reading Efficiency. Significantdeficits in EFs and STM were restricted to the groups of students displaying inattentionsymptoms. Results demonstrated a close link between EFs, other than inhibition and set-shifting,everyday symptoms of inattention, and achievement in math and word-level reading skills.Reduced performance on EF measures was identified as the most important factor thatdistinguished between students with pervasive academic difficulties and their typicallyachieving peers, regardless of the presence of inattention symptoms. Considering the crosssectionalnature of the present study, our results provide some support to the hypothesis that EF deficits are causally related to developmental academic difficulties, and may set a firmbasis for implementing a cognitive approach to the management of students with ReadingComprehension difficulties and severe inattention symptoms.

scholarly journals Context, word, and student predictors in second language vocabulary learning

2018 ◽  
Vol 40 (1) ◽  
pp. 137-166 ◽  
Author(s):  
EVELIEN MULDER ◽  
MARCO VAN DE VEN ◽  
ELIANE SEGERS ◽  
LUDO VERHOEVEN
Keyword(s):  
Second Language ◽  
Learning Outcomes ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
Levenshtein Distance ◽  
Context Word ◽  
Learning Gain ◽  
English Sentence ◽  
Contextual Support ◽  
L2 Vocabulary

ABSTRACTWe examined to what extent the variation in vocabulary learning outcomes (vocabulary knowledge, learning gain, and rate of forgetting) in English as a second language (L2) in context can be predicted from semantic contextual support, word characteristics (cognate status, Levenshtein distance, word frequency, and word length), and student characteristics (prior vocabulary knowledge, reading ability, and exposure to English) in 197 Dutch adolescents. Students were taught cognates, false friends, and control words through judging sentences with varying degrees of semantic contextual support using a pretest/posttest between subjects design. Participants were presented with an English target word and its Dutch translation, followed by an English sentence. They were instructed to judge the plausibility of the sentence. Mixed-efffects models indicated that learning gains were higher for sentences with more semantic contextual support and in students with stronger reading comprehension skills. We were the first to show that Levenshtein distance is an important predictor for L2 vocabulary learning outcomes. Furthermore, more accurate as well as faster learning task performance lead to higher learning outcomes. It can thus be concluded that L2 study materials containing semantically supportive contexts and that focus on words with little L1-L2 overlap are most effective for L2 vocabulary learning.

Nothing left in store . . . but how do we measure attentional capacity?

2001 ◽  
Vol 24 (1) ◽  
pp. 132-133
Author(s):  
Sergio Morra
Keyword(s):  
Working Memory ◽  
Procedural Knowledge ◽  
Short Term Memory ◽  
Memory Development ◽  
Compelling Evidence ◽  
Short Term ◽  
Term Memory ◽  
Focal Attention ◽  
And Storage

I compare the concepts of “activation” and “storage” as foundations of short-term memory, and suggest that an attention-based view of STM does not need to posit specialized short-term stores. In particular, no compelling evidence supports the hypothesis of time-limited stores. Identifying sources of activation, examining the role of activated procedural knowledge, and studying working memory development are central issues in modelling capacity-limited focal attention.

scholarly journals Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 71-89
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
Mental Lexicon ◽  
Verbal Working Memory ◽  
Educational Programme ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Word Knowledge ◽  
L2 Vocabulary

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

scholarly journals Explicit Teaching and Incidental Learning of Vocabulary: Where Is the Pendulum Swinging to?

2019 ◽  
Vol 9 (6) ◽  
pp. 445
Author(s):  
Faisal Al-Homoud
Keyword(s):  
Saudi Arabia ◽  
Incidental Learning ◽  
Vocabulary Learning ◽  
Vocabulary Knowledge ◽  
General Tendency ◽  
Explicit Teaching ◽  
Incidental Exposure ◽  
Knowledge Form ◽  
L2 Vocabulary ◽  
Target Words

The research at hand compared two conditions of L2 vocabulary exposures, i.e. incidental exposure and a mixture of incidental and explicit exposures to words. Forty-five female participants, majoring in English at Al-Imam Mohammad Ibn-Saud Islamic University, Saudi Arabia participated in this research. They were divided into two groups: Reading Only (RO) and Reading Extra (RE). In the RO group, the target words were exposed only through a reading passage that they read twice, while the same target words for the RE group were inserted in the same reading passage, then explained directly by the teacher. Three levels of vocabulary knowledge (form recall, meaning recall, and meaning recognition) were assessed. The results showed that both conditions cater for vocabulary learning, however the RE group had significantly outperformed their RO counterparts. Moreover, the results showed that vocabulary learning in this study followed the general tendency starting from a receptive level to a productive level.

The Role of Memory in Processing Relative Clauses in Children With Specific Language Impairment

2015 ◽  
Vol 24 (1) ◽  
pp. 47-59 ◽  
Author(s):  
Pauline Frizelle ◽  
Paul Fletcher
Keyword(s):  
Working Memory ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Short Term Memory ◽  
Control Group ◽  
Matrix Clause ◽  
Specific Language ◽  
Almost All

Purpose This study investigated the relationship between 2 components of memory—phonological short-term memory (pSTM) and working memory (WM)—and the control of relative clause constructions in children with specific language impairment (SLI). Method Children with SLI and 2 control groups—an age-matched and a younger group of children with typical development—repeated sentences, including relative clauses, representing 5 syntactic roles and 2 levels of matrix clause complexity. The Working Memory Test Battery for Children was administered. Results All 3 groups showed significant associations between pSTM and both types of matrix clause construction. For children with SLI, significant associations emerged between (a) WM and more complex matrix clause constructions, (b) WM and relative clauses including a range of syntactic roles, and (c) pSTM and the least difficult syntactic role. In contrast, the age-matched control group could repeat almost all syntactic roles without invoking the use of either memory component. Conclusions The role of pSTM and WM in the production of relative clauses by children with SLI is influenced by the degree of difficulty of the structure to be recalled. In therapy, the effect of WM limitations can be minimized by approaching each structure within the context of a simple matrix clause.

Female sex hormones in men with migraine

Neurology ◽  
2018 ◽  
Vol 91 (4) ◽  
pp. e374-e381 ◽  
Author(s):  
Willebrordus P.J. van Oosterhout ◽  
Guus G. Schoonman ◽  
Erik W. van Zwet ◽  
Olaf M. Dekkers ◽  
Gisela M. Terwindt ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Free Testosterone ◽  
Analysis Of Covariance ◽  
Androgen Deficiency ◽  
Female Sex Hormones ◽  
Repeated Measures Analysis ◽  
17Β Estradiol ◽  
Migraine Group ◽  
Aging Males Symptoms

ObjectiveTo assess the role of estradiol and testosterone in men with migraine.MethodsWe measured 17β-estradiol (E2) and calculated free testosterone (Tf) in serum of 17 medication-free men with migraine and 22 men without migraine group-matched for age and body mass index (BMI), targeted at 20 to 28 kg/m2. Blood was sampled on a single, for migraineurs interictal, day at 9 am, 12 pm, 3 pm, and 6 pm. Migraineurs were subsequently measured 3 to 4 times daily until an attack occurred. Clinical androgen deficiency was assessed with the Androgen Deficiency of Ageing Men questionnaire and the Aging Males' Symptoms (AMS) scale. We analyzed interictal data (mean ± standard error) with repeated-measures analysis of covariance and longitudinal data by generalized estimated equations models.ResultsCompared to controls, men with migraine had a lower interictal Tf/E2 ratio (3.9 ± 0.4 vs 5.0 ± 0.3, p = 0.03) due to higher E2 (96.8 ± 6.1 vs 69.1 ± 5.6 pmol/L, p = 0.001) and similar Tf (357.5 ± 21.4 vs 332.6 ± 18.7 pmol/L, p = 0.35) levels. Preictal Tf levels were increased in men with migraine reporting premonitory symptoms (p = 0.03). Men with migraine more frequently reported symptoms of androgen deficiency (11 of 18 [61.1%] vs 6 of 22 [27.3%], p = 0.031), which were also more frequently severe (p = 0.006); their age- and BMI-adjusted AMS scores were higher (27.0 ± 1.2 vs 21.0 ± 1.0, p = 0.002).ConclusionsIn this study, nonobese men with migraine exhibited increased levels of the sex hormone estradiol and showed clinical evidence of relative androgen deficiency. The role of estradiol in modulating migraine susceptibility and activity in men deserves further investigations.

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