Written vocabulary learning among Hong Kong dyslexic children : an investigation on paired associate learning and incidental learning

2006 ◽  
Author(s):  
Man-ching, Eva Chow
Keyword(s):  
Hong Kong ◽  
Incidental Learning ◽  
Paired Associate ◽  
Vocabulary Learning ◽  
Paired Associate Learning ◽  
Associate Learning

Geheugenstructuren En Woordleren

1985 ◽  
Vol 23 ◽  
pp. 55-67
Author(s):  
Gerard Nas
Keyword(s):  
Paired Associate ◽  
Vocabulary Learning ◽  
Semantic Category ◽  
Learning Task ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
L2 Vocabulary

In this article a model of foreign (L2) vocabulary learning is first developed in which the representation of the spelling, the pronunciation and the meaning(s) of a word are stored in their respective networks. Vocabulary learning in a paired associate learning task is then defined as the building of nodes in a network and as the establishing of an associative pathway between each new node (representing the spelling, pronunciation or meaning(s) of a newly learned L2 word) and the corresponding node for its L1 equivalent. In this model differences in spelling or pronunciation between L2 words and their L1 translations are expressed in terms of differences in length of their associative pathways. On the basis of the above distinctions a prediction was made about a difference in input speed and in the period of retrievability between two kinds of Arabic- Dutch word pairs. It was predicted that word pairs sharing some phonemic features would be learned sooner and remembered longer than those without any of these features in common. The above prediction was confirmed in a group experiment. Moreover, it showed that a resemblance between L2-L1 word pairs had a greater effect on retrievability than on input speed. Finally, the diverging results for one of the testwords were interpreted as indicating that also in associate learning of L2-L1 pairs the semantic category to which that word belonged had played its part. Its abstract meaning was assumed to have negatively affected the time needed to store the word in memory.

Effects of retrieval formats on second language vocabulary learning

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Tatsuya Nakata
Keyword(s):  
Second Language ◽  
Paired Associate ◽  
Vocabulary Learning ◽  
English Word ◽  
Paired Associate Learning ◽  
Associate Learning ◽  
Computer Based ◽  
English Speaking ◽  
Access Information ◽  
L2 Vocabulary

AbstractThe present study set out to examine how we can optimize paired-associate learning of second language (L2) vocabulary. In paired-associate learning, retrieval, where learners are required to access information about an L2 word from memory, is found to increase vocabulary learning. Retrieval can be categorized according to dichotomies of (a) recognition versus recall and (b) receptive versus productive. In order to identify the optimal retrieval format, the present study compared the effects of the following four conditions: recognition, recall, hybrid (combination of recall and recognition), and productive recall only. In this study, 64 English-speaking college students studied 60 Swahili-English word pairs using computer-based flashcard software. Results suggested that for paired-associate learning of L2 vocabulary, (a) recall formats are more effective than recognition for the acquisition of productive knowledge of orthography and (b) recognition formats are more desirable than recall when knowledge of spelling is not required.

EFFECTS OF LEARNING DIRECTION IN RETRIEVAL PRACTICE ON EFL VOCABULARY LEARNING

2021 ◽  
pp. 1-22
Author(s):  
Masato Terai ◽  
Junko Yamashita ◽  
Kelly E. Pasich
Keyword(s):  
Retrieval Practice ◽  
Native Speakers ◽  
Paired Associate ◽  
Vocabulary Learning ◽  
Paired Associate Learning ◽  
L2 Proficiency ◽  
Associate Learning ◽  
L2 Learning ◽  
Learning English

Abstract In paired-associate learning, there are two learning directions: L2 to L1 (L2 words as stimuli and L1 words as responses) and L1 to L2 (L1 words as stimuli and L2 words as responses). Results of previous studies that compared the effects of the two learning directions are not consistent. We speculated that the cause of this inconsistency may be L2 proficiency, as the strengths of the lexical links between L2 and L1 are different depending on the learner’s L2 proficiency. This hypothesis was examined with 28 native speakers of Japanese learning English. Participants studied novel English words in the two learning directions. The results of posttests showed that for lower-proficiency learners, L2-to-L1 learning was more effective than L1-to-L2 learning, while for higher-proficiency learners, L1-to-L2 learning was more effective. The findings suggest that L2 proficiency influences the effects of learning direction on vocabulary learning.

Reactivity of Judgments of Learning in a Levels-of-Processing Paradigm

2020 ◽  
Vol 228 (4) ◽  
pp. 278-290 ◽  
Author(s):  
Eylul Tekin ◽  
Henry L. Roediger
Keyword(s):  
Target Word ◽  
Paired Associate ◽  
Judgments Of Learning ◽  
Paired Associate Learning ◽  
Levels Of Processing ◽  
Pleasantness Rating ◽  
Associate Learning ◽  
Counting Task ◽  
Reactive Effect ◽  
Target Words

Abstract. Recent studies have shown that judgments of learning (JOLs) are reactive measures in paired-associate learning paradigms. However, evidence is scarce concerning whether JOLs are reactive in other paradigms. In old/new recognition experiments, we investigated the reactivity effects of JOLs in a levels-of-processing (LOP) paradigm. In Experiments 1 and 2, for each word, subjects saw a yes/no orienting question followed by the target word and a response. Then, they either did or did not make a JOL. The yes/no questions were about target words’ appearances, rhyming properties, or category memberships. In Experiment 3, for each word, subjects gave a pleasantness rating or counted the letter “e ”. Our results revealed that JOLs enhanced recognition across all orienting tasks in Experiments 1 and 2, and for the e-counting task in Experiment 3. This reactive effect was salient for shallow tasks, attenuating – but not eliminating – the LOP effect after making JOLs. We conclude that JOLs are reactive in LOP paradigms and subjects encode words more effectively when providing JOLs.

Age, pacing, and imagery in paired-associate learning.

1976 ◽  
Vol 12 (2) ◽  
pp. 119-124 ◽  
Author(s):  
Nancy J. Treat ◽  
Hayne W. Reese
Keyword(s):  
Paired Associate ◽  
Paired Associate Learning ◽  
Associate Learning
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