Context variation and definitions in learning the meanings of words: An instance-based learning approach
Context variation and definitions in learning the meanings of words: An instance-based learning approach
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DOI：
10.1080/01638530701792826
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发表时间：
2008-03-01
影响因子：
2.2
通讯作者：
Perfetti, Charles A.
中科院分区：
文献类型：
--
作者：
Bolger, Donald J.;Balass, Michal;Perfetti, Charles A.
本文提出了一个基于实例的理论框架来解释语境和定义对学习新词义的影响，并报道了两项关于从语境中学习的假设的研究。其中之一是上下文的变化对于允许单词的核心含义特征出现非常重要。第二，定义是有效的，因为它们可以与上下文相互作用，以传达核心含义。这两个实验都通过向成人学习者提供每次训练试验都不同或重复的上下文句子来测试上下文变化的影响。实验一改变是否也提供了定义，而实验2改变了上下文的变化没有定义，并探讨了阅读理解技能和训练前的单词熟悉度的作用。结果在几个不同的措施是，暴露于可变的背景下导致更好的学习抽象的含义比同等暴露于一个单一的背景。此外，定义在传达这一知识方面比仅仅依靠上下文更有效。基于实例的框架占上下文和定义的双重影响，建议如何词学习的结果，从不同的词遇到的抽象，定义和上下文的句子。
This article proposes an instance-based theoretical framework to account for the influence of both contexts and definitions on learning new word meanings and reports 2 studies that examine hypotheses about learning from context. One is that variation in contexts is important for allowing core meaning features of a word to emerge. The second is that definitions are effective because they can interact with contexts to communicate core meanings. Both experiments tested the effects of context variation by presenting adult learners with context sentences that either varied or repeated with each training trial. Experiment I varied whether definitions were also provided, whereas Experiment 2 varied context variability without definitions and examined the role of reading comprehension skill and pre-training word familiarity. Results across several different measures were that exposure to variable contexts led to better learning of abstract meanings than did equivalent exposure to a single context. In addition, definitions were more effective at conveying this knowledge than context alone. The instance-based framework accounts for the dual effects of contexts and definitions, suggesting how word learning results from abstraction across varied word encounters, both definitions and context sentences.