Lexical Quality in the Brain: ERP Evidence for Robust Word Learning From Context
Lexical Quality in the Brain: ERP Evidence for Robust Word Learning From Context
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DOI：
10.1080/87565641.2010.480915
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发表时间：
2010-01-01
影响因子：
1.5
通讯作者：
Collins-Thompson, Kevyn
中科院分区：
文献类型：
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作者：
Frishkoff, Gwen A.;Perfetti, Charles A.;Collins-Thompson, Kevyn
我们在单词学习前和单词学习后，使用不同的语境对意义习得的语境支持水平，检测了事件相关电位（ERPs）。新单词要么出现在语义受限的语境中，提供强烈的语义线索，要么出现在语义受限较弱的语境中，即没有信息。在每个句子之后，参与者被单独展示这个单词，并被要求生成一个相近的同义词。训练结束后，高约束情境下训练的词汇诱发的左侧颞叶负性（N300FT7）比低约束情境下训练的词汇要小，两种训练的词汇诱发的内侧额叶负性（N350Fz）都比熟悉的词汇强。训练两天后，N300FT7消失，并被后来的左顶叶（P600Pz）效应所取代。为了检验强健学习，我们在训练后两天进行了语义启动测试。熟悉词和在高约束情境下训练的词产生了强烈的N400效应。相比之下，在低约束环境中训练的单词引发了弱的N400效应，而新单词（未训练的罕见单词）则没有引发语义启动。这些发现表明，支持性环境和积极意义生成任务的使用可能会导致稳健的单词学习。这种训练的效果可以观察到早期左额叶成分的变化，以及经典的N400效应。我们讨论了对钢琴语义知识理论的影响，以及对稳健的单词学习和教学的影响。
We examined event-related potentials (ERPs) before and after word learning, using training contexts that differed in their level of contextual support for meaning acquisition. Novel words appeared either in contexts that were semantically constraining, providing strong cues to meaning, or in contexts that were weakly constraining, that is, uninformative. After each sentence, participants were shown the word in isolation and were asked to generate a close synonym. Immediately after training, words trained in high-constraint contexts elicited a smaller left temporal negativity (N300FT7) compared with words trained in low-constraint contexts, and both types of trained words elicited a stronger medial frontal negativity (N350Fz) relative to familiar words. Two days after training the N300FT7 disappeared and was replaced by a later, left parietal (P600Pz) effect. To examine robust learning, we administered a semantic priming test two days after training. Familiar words and words trained in high-constraint contexts elicited strong N400 effects. By contrast, words trained in low-constraint contexts elicited a weak N400 effect, and novel (untrained rare) words elicited no semantic priming. These findings suggest that supportive contexts and the use of an active meaning-generation task may lead to robust word learning. The effects of this training can be observed as changes in an early left frontal component, as well as the classical N400 effect. We discuss implications for theories of opartialo semantic knowledge and for robust word learning and instruction.