The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning. / Krishnan, Saloni; Sellars, Elise; Wood, Helena; Bishop, Dorothy V.M.; Watkins, Kate E.

In: Royal Society Open Science, Vol. 5, No. 9, 171496, 05.09.2018, p. 1-18.

Research output: Contribution to journalArticlepeer-review

Published

Standard

The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning. / Krishnan, Saloni; Sellars, Elise; Wood, Helena; Bishop, Dorothy V.M.; Watkins, Kate E.

In: Royal Society Open Science, Vol. 5, No. 9, 171496, 05.09.2018, p. 1-18.

Research output: Contribution to journalArticlepeer-review

Harvard

Krishnan, S, Sellars, E, Wood, H, Bishop, DVM & Watkins, KE 2018, 'The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning', Royal Society Open Science, vol. 5, no. 9, 171496, pp. 1-18. https://doi.org/10.1098/rsos.171496

APA

Krishnan, S., Sellars, E., Wood, H., Bishop, D. V. M., & Watkins, K. E. (2018). The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning. Royal Society Open Science, 5(9), 1-18. [171496]. https://doi.org/10.1098/rsos.171496

Vancouver

Krishnan S, Sellars E, Wood H, Bishop DVM, Watkins KE. The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning. Royal Society Open Science. 2018 Sep 5;5(9):1-18. 171496. https://doi.org/10.1098/rsos.171496

Author

Krishnan, Saloni ; Sellars, Elise ; Wood, Helena ; Bishop, Dorothy V.M. ; Watkins, Kate E. / The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning. In: Royal Society Open Science. 2018 ; Vol. 5, No. 9. pp. 1-18.

BibTeX

@article{dc3ba31442ce484da4b3726506c9c2b8,
title = "The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning",
abstract = "Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence exists about the role of feedback in spoken vocabulary learning. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts.",
keywords = "feedback, foreign language learning, phonological, semantic, vocabulary, word learning",
author = "Saloni Krishnan and Elise Sellars and Helena Wood and Bishop, {Dorothy V.M.} and Watkins, {Kate E.}",
year = "2018",
month = sep,
day = "5",
doi = "10.1098/rsos.171496",
language = "English",
volume = "5",
pages = "1--18",
journal = "Royal Society Open Science",
number = "9",

}

RIS

TY - JOUR

T1 - The influence of evaluative right/wrong feedback on phonological and semantic processes in word learning

AU - Krishnan, Saloni

AU - Sellars, Elise

AU - Wood, Helena

AU - Bishop, Dorothy V.M.

AU - Watkins, Kate E.

PY - 2018/9/5

Y1 - 2018/9/5

N2 - Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence exists about the role of feedback in spoken vocabulary learning. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts.

AB - Feedback is typically incorporated in word learning paradigms, in both research studies and commercial language learning apps. While the common-sense view is that feedback is helpful during learning, relatively little empirical evidence exists about the role of feedback in spoken vocabulary learning. Some work has suggested that long-term word learning is not enhanced by the presence of feedback, and that words are best learned implicitly. It is also plausible that feedback might have differential effects when learners focus on learning semantic facts, or when they focus on learning a new phonological sequence of sounds. In this study, we assess how providing evaluative (right/wrong) feedback on a spoken response influences two different components of vocabulary learning, the learning of a new phonological form, and the learning of a semantic property of the phonological form. We find that receiving evaluative feedback improves retention of phonological forms, but not of semantic facts.

KW - feedback

KW - foreign language learning

KW - phonological

KW - semantic

KW - vocabulary

KW - word learning

UR - http://www.scopus.com/inward/record.url?scp=85054502463&partnerID=8YFLogxK

U2 - 10.1098/rsos.171496

DO - 10.1098/rsos.171496

M3 - Article

AN - SCOPUS:85054502463

VL - 5

SP - 1

EP - 18

JO - Royal Society Open Science

JF - Royal Society Open Science

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M1 - 171496

ER -