Diversity of narrative context disrupts the early stage of learning the meanings of novel words.
Diversity of narrative context disrupts the early stage of learning the meanings of novel words.
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DOI：
10.3758/s13423-023-02316-z
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发表时间：
2023-12
影响因子：
3.5
通讯作者：
Rodd JM
中科院分区：
文献类型：
--
作者：
Hulme RC;Begum A;Nation K;Rodd JM
高质量的词汇表征是通过反复接触不同语境中的单词而发展起来的。本预注册实验探讨了叙事语境的多样性如何影响通过阅读学习单词的早期阶段。成人（N = 100）学习了8个假词的虚构含义，每个假词出现在5个书面段落中，这些段落要么出现在一个连贯的叙事语境中，要么出现在5个不同的叙事语境中。在不同条件下对词汇的语义特征进行控制，以避免词汇歧义的影响。后测包括词形回忆（拼写准确性）、识别（多项选择）和词义回忆（语义特征的数量）的分级测量。叙事语境的多样性不影响词形的学习，但在单一语境下训练的词汇能正确地回忆起更多的语义特征。这些发现表明，学习新单词的意思最初是通过将它们固定在一个连贯的叙事话语中来促进的。在线版本包含补充资料，可在10.3758/s13423-023-02316-z获得。
High quality lexical representations develop through repeated exposures to words in different contexts. This preregistered experiment investigated how diversity of narrative context affects the earliest stages of word learning via reading. Adults (N = 100) learned invented meanings for eight pseudowords, which each occurred in five written paragraphs either within a single coherent narrative context or five different narrative contexts. The words’ semantic features were controlled across conditions to avoid influences from polysemy (lexical ambiguity). Posttests included graded measures of word-form recall (spelling accuracy) and recognition (multiple choice), and word-meaning recall (number of semantic features). Diversity of narrative context did not affect word-form learning, but more semantic features were correctly recalled for words trained in a single context. These findings indicate that learning the meanings of novel words is initially boosted by anchoring them to a single coherent narrative discourse. The online version contains supplementary material available at 10.3758/s13423-023-02316-z.
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影响因子：
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