The Effects of Context Richness and Different Task-demands on Incidental Vocabulary Acquisition and Retention

2016 ◽  
Vol 6 (8) ◽  
pp. 1618
Author(s):  
He Bai
Keyword(s):  
Vocabulary Acquisition ◽  
Incidental Learning ◽  
Task Demands ◽  
Reading Processes ◽  
Proficiency Level ◽  
Factors Influencing ◽  
Incidental Vocabulary ◽  
One Way Anova ◽  
And Task

Incidental learning in reading is an effective way to expand vocabulary acquisition and there are many factors influencing the effect of it. This proposed paper will make an attempt to explore how and to what extent different kinds of tasks based on reading and different contextual richness affect the recognition and retention of vocabulary encountered in reading. 50 sophomore English majors at the same English proficiency level from a university in Xi’an will be selected and be asked to complete different reading processes, which aim to investigate the role of context richness and task demands respectively in incidental learning. The data will be collected from the scores from every task and be analyzed with one-way ANOVA and multi-way ANOVA through SPSS.

The Effect of Attention on Repetition Suppression and Multivoxel Pattern Similarity

2013 ◽  
Vol 25 (8) ◽  
pp. 1305-1314 ◽  
Author(s):  
Katherine S. Moore ◽  
Do-Joon Yi ◽  
Marvin Chun
Keyword(s):  
Task Demands ◽  
Initial Presentation ◽  
Fmri Signal ◽  
Repetition Suppression ◽  
Specific Memory ◽  
Pattern Similarity ◽  
Parahippocampal Place Area ◽  
And Task

Fundamental to our understanding of learning is the role of attention. We investigated how attention affects two fMRI measures of stimulus-specific memory: repetition suppression (RS) and pattern similarity (PS). RS refers to the decreased fMRI signal when a stimulus is repeated, and it is sensitive to manipulations of attention and task demands. In PS, region-wide voxel-level patterns of responses are evaluated for their similarity across repeated presentations of a stimulus. More similarity across presentations is related to better learning, but the role of attention on PS is not known. Here, we directly compared these measures during the visual repetition of scenes while manipulating attention. Consistent with previous findings, we observed RS in the scene-sensitive parahippocampal place area only when a scene was attended both at initial presentation and upon repetition in subsequent trials, indicating that attention is important for RS. Likewise, we observed greater PS in response to repeated pairs of scenes when both instances of the scene were attended than when either or both were ignored. However, RS and PS did not correlate on either a scene-by-scene or subject-by-subject basis, and PS measures revealed above-chance similarity even when stimuli were ignored. Thus, attention has different effects on RS and PS measures of perceptual repetition.

On the role of prior knowledge and task demands in the processing of text

1988 ◽  
Vol 27 (4) ◽  
pp. 416-428 ◽  
Author(s):  
Rebecca Fincher-Kiefer ◽  
Timothy A Post ◽  
Terry R Greene ◽  
James F Voss
Keyword(s):  
Prior Knowledge ◽  
Task Demands ◽  
And Task

Role of Model's Affect in Test Anxiety

1980 ◽  
Vol 47 (3) ◽  
pp. 956-958
Author(s):  
David R. Olson ◽  
Robert S. Schlottmann
Keyword(s):  
Task Performance ◽  
State Anxiety ◽  
Task Demands ◽  
Before And After ◽  
Anxiety Levels ◽  
And Performance ◽  
State Scale ◽  
High Test ◽  
And Task

Thirty high test-anxious and 30 low test-anxious undergraduate females were exposed to either an anxious model, a non-anxious model or no model before performing on a spatial visualization task. The STAI A-State scale was also given before and after performance to determine the effects of model conditions and task performance on state anxiety levels. Subjects were then asked to evaluate their performance. Highly test-anxious subjects performed more poorly, reported higher levels of anxiety, and evaluated their performance more negatively than low test-anxious subjects. Type of model had no differential effect on the anxiety level and performance of subjects. Thus, the vicarious effects of a model may sometimes be superceded by task demands even on highly test-anxious subjects.

THE EFFECT OF EXPOSURE FREQUENCY ON INTERMEDIATE LANGUAGE LEARNERS' INCIDENTAL VOCABULARY ACQUISITION AND RETENTION THROUGH READING

1999 ◽  
Vol 21 (4) ◽  
pp. 589-619 ◽  
Author(s):  
Susanne Rott
Keyword(s):  
Language Learners ◽  
Vocabulary Acquisition ◽  
Knowledge Retention ◽  
Vocabulary Knowledge ◽  
Knowledge Gain ◽  
Exposure Frequency ◽  
Reading Vocabulary ◽  
Incidental Vocabulary ◽  
Experimental Group

Research has been investigating the role of reading, as one source of input, in language learners' vocabulary development. The present study was designed to examine whether intermediate learners incidentally (a) acquire and (b) retain unknown vocabulary as a result of reading. The study further assessed (c) the effect of the text variable of exposure frequency. Learners were exposed to unfamiliar words either two, four, or six times during reading. Vocabulary acquisition and retention measured productive and receptive knowledge gain. Results indicated that only two encounters with unfamiliar words during reading significantly affected learners' vocabulary growth. Moreover, two or four exposure frequencies resulted in fairly similar word gain, but six exposures produced significantly more vocabulary knowledge. Retention measures showed mixed results: On productive vocabulary knowledge only half of the subjects displayed a significant rate of retention. On receptive knowledge all but one experimental group retained vocabulary over 4 weeks.

scholarly journals Snarcing with a phone: The role of order in spatial-numerical associations is revealed by context and task demands.

2021 ◽  
Vol 47 (10) ◽  
pp. 1365-1377
Author(s):  
Serena Mingolo ◽  
Valter Prpic ◽  
Eleonora Bilotta ◽  
Carlo Fantoni ◽  
Tiziano Agostini ◽  
...  
Keyword(s):  
Task Demands ◽  
And Task

scholarly journals Vocabulary Acquisition through Self-Regulated Learning on Speaking and Writing Development

2018 ◽  
Vol 2 (3) ◽  
pp. 286-302 ◽  
Author(s):  
Budi Waluyo
Keyword(s):  
Foreign Language ◽  
Crucial Role ◽  
Vocabulary Acquisition ◽  
Writing Development ◽  
Self Regulated Learning ◽  
Foreign Language Acquisition ◽  
Proficiency Level ◽  
Regulated Learning ◽  
Learning Concept

Despite the crucial role of vocabulary in foreign language acquisition, little is known about its influence on speaking and writing development from self-regulated learning concept. Thus, by employing a path analysis, this study examines the influence of vocabulary acquisition through self-regulated learning on beginner (N = 215) and intermediate (N = 195) students’ speaking and writing development at Walailak University, Thailand. The findings suggest significant paths from vocabulary acquisition to students’ speaking and writing development, but noting the influence of proficiency level. These findings contribute to the development of research in vocabulary acquisition and self-regulated learning with regards to speaking and writing development.

scholarly journals Incidental vocabulary acquisition from documentary viewing: A study on the role of captions

2019 ◽  
Vol 1 (1) ◽  
pp. 75-96
Author(s):  
Marion Durbahn
Keyword(s):  
English Language Learners ◽  
Second Language ◽  
Language Learners ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Incidental Vocabulary ◽  
Incidental Vocabulary Acquisition ◽  
Relative Gains ◽  
L2 Vocabulary

This study investigated the incidental acquisition of second language (L2) vocabulary through the viewing of a 30-minute science documentary and the effect of captioning on this process. Thirty-four English language learners watched two documentaries (one captioned and one uncaptioned) and were then assessed on their knowledge of a set of words appearing in the documentaries. Results of the Vocabulary Tests (Form-recall/Spelling, and Meaning recognition) showed that documentary viewing led to significant acquisition of new vocabulary and that the captioning condition had a significant effect on this learning. Captioning boosted the gains on meaning recognition, form recall and spelling. Results indicated that relative gains in the captioning condition are 8% significantly higher than in the uncaptioned condition.

scholarly journals Visual motion energy signal usage in gesture and speech integration: The role of semantic categorization and task demands

2014 ◽  
Vol 14 (10) ◽  
pp. 443-443
Author(s):  
B. C. Hansen ◽  
S. D. Kelly ◽  
P. Decker ◽  
R. Weinstein ◽  
S. Lanphier
Keyword(s):  
Visual Motion ◽  
Task Demands ◽  
Semantic Categorization ◽  
Motion Energy ◽  
Energy Signal ◽  
And Task
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