Apples and oranges : How does learning context affect novel word learning? / Korochkina, Maria; Bürki, Audrey; Nickels, Lyndsey.

In: Journal of Memory and Language, Vol. 120, 104246, 10.2021.

Research output: Contribution to journalArticlepeer-review

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Apples and oranges : How does learning context affect novel word learning? / Korochkina, Maria; Bürki, Audrey; Nickels, Lyndsey.

In: Journal of Memory and Language, Vol. 120, 104246, 10.2021.

Research output: Contribution to journalArticlepeer-review

Harvard

Korochkina, M, Bürki, A & Nickels, L 2021, 'Apples and oranges: How does learning context affect novel word learning?', Journal of Memory and Language, vol. 120, 104246. https://doi.org/10.1016/j.jml.2021.104246

APA

Vancouver

Author

Korochkina, Maria ; Bürki, Audrey ; Nickels, Lyndsey. / Apples and oranges : How does learning context affect novel word learning?. In: Journal of Memory and Language. 2021 ; Vol. 120.

BibTeX

@article{d707e3fc47c94b38abcf7df5f8632251,
title = "Apples and oranges: How does learning context affect novel word learning?",
abstract = "Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.",
author = "Maria Korochkina and Audrey B{\"u}rki and Lyndsey Nickels",
year = "2021",
month = oct,
doi = "10.1016/j.jml.2021.104246",
language = "English",
volume = "120",
journal = "Journal of Memory and Language",
issn = "0749-596X",
publisher = "Academic Press Inc.",

}

RIS

TY - JOUR

T1 - Apples and oranges

T2 - How does learning context affect novel word learning?

AU - Korochkina, Maria

AU - Bürki, Audrey

AU - Nickels, Lyndsey

PY - 2021/10

Y1 - 2021/10

N2 - Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.

AB - Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.

U2 - 10.1016/j.jml.2021.104246

DO - 10.1016/j.jml.2021.104246

M3 - Article

VL - 120

JO - Journal of Memory and Language

JF - Journal of Memory and Language

SN - 0749-596X

M1 - 104246

ER -