Learning new word meanings from story reading: the benefit of immediate testing.
Learning new word meanings from story reading: the benefit of immediate testing.
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作者：
Hulme RC;Rodd JM
本研究探讨如何从自然故事阅读中学习词义。三个有成人参与的实验比较了自然附带学习和有意学习熟悉单词的新词义，并检验了即时测试在维持新词义记忆中的作用。在实验1中，被试通过附带条件（故事阅读）和有意条件（定义训练任务）学习熟悉单词的新含义。在第一时间和24小时后分别用线索记忆和多项选择题进行记忆测试。两项测试的结果都表明，有意学习的准确性更高，而且比偶然学习的时间效率更高。然而，两种方法都有相当好的学习效果，并且通过故事偶然学习的项目在24小时内似乎不太容易被遗忘。这可能是即时测试中的检索练习可能有助于24小时后新单词的学习和改善记忆，特别是在偶然阅读故事的情况下。然后，两个预先注册的实验检验了即时测试在长期记住熟悉单词的新含义中的作用。通过有意条件和偶然条件习得的词义有较强的测试效应（实验2），而通过故事习得的偶然条件习得的词义则没有显著的测试效应。与没有即时测试相比，提示回忆和多项选择测试各自都足以提高记忆（实验3），多项选择测试对学习的促进作用更大。本研究强调(1)偶然从故事中习得的词义的弹性，以及(2)测试在促进从故事阅读中学习词汇方面所起的关键作用。
This study investigated how word meanings can be learned from natural story reading. Three experiments with adult participants compared naturalistic incidental learning with intentional learning of new meanings for familiar words, and examined the role of immediate tests in maintaining memory of new word meanings. In Experiment 1, participants learned new meanings for familiar words through incidental (story reading) and intentional (definition training task) conditions. Memory was tested with cued recall of meanings and multiple-choice meaning-to-word matching immediately and 24 h later. Results for both measures showed higher accuracy for intentional learning, which was also more time efficient than incidental learning. However, there was reasonably good learning from both methods, and items learned incidentally through stories appeared less susceptible to forgetting over 24 h. It was possible that retrieval practice at the immediate test may have aided learning and improved memory of new word meanings 24 h later, especially for the incidental story reading condition. Two preregistered experiments then examined the role of immediate testing in long-term retention of new meanings for familiar words. There was a strong testing effect for word meanings learned through intentional and incidental conditions (Experiment 2), which was non-significantly larger for items learned incidentally through stories. Both cued recall and multiple-choice tests were each individually sufficient to enhance retention compared to having no immediate test (Experiment 3), with a larger learning boost from multiple-choice. This research emphasises (i) the resilience of word meanings learned incidentally through stories and (ii) the key role that testing can play in boosting vocabulary learning from story reading.
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DOI：
10.1037/xlm0000507
发表时间：
2018-07
期刊：
Journal of experimental psychology. Learning, memory, and cognition
影响因子：
--
作者：
Betts HN;Gilbert RA;Cai ZG;Okedara ZB;Rodd JM
通讯作者：
Rodd JM
DOI：
10.1098/rstb.2009.0111
发表时间：
2009-12-27
期刊：
Philosophical transactions of the Royal Society of London. Series B, Biological sciences
影响因子：
--
作者：
Davis MH;Gaskell MG
通讯作者：
Gaskell MG
影响因子：
3.6
作者：
Godfroid, Aline;Ahn, Jieun;Yoon, Hyung-Jo
通讯作者：
Yoon, Hyung-Jo
DOI：
10.1037/a0017021
发表时间：
2009-11-01
影响因子：
2.6
作者：
Carpenter, Shana K.
通讯作者：
Carpenter, Shana K.
影响因子：
10.3
作者：
DUCHASTEL, PC
通讯作者：
DUCHASTEL, PC