English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning
English vocabulary learning with word lists, word cards and computers: implications from cognitive psychology research for optimal spaced learning
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使用单词表、单词卡和计算机进行英语词汇学习：认知心理学研究对最佳间隔学习的影响
DOI：
10.1017/s0958344008000219
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发表时间：
2008
期刊：
影响因子：
4.5
通讯作者：
T. Nakata
中科院分区：
文献类型：
--
作者：
T. Nakata
摘要间隔效应是实验心理学中最强有力的现象之一，许多学者试图在二语词汇学习中实现有效的间隔学习。本研究将词汇学习与单词表、单词卡和计算机进行比较，以确定哪种材料导致最好的上级间隔学习。在实验中，226名日本高中生用三种学习材料之一学习十个英语单词：列表，卡片和计算机。单因素协方差分析（ANCOVA）显示，虽然卡组和其他两个之间不存在显着差异，PC组显着优于列表组的延迟后测。项目分析卡方显示，在延迟后测，列表组的成功回忆率的10个项目中的4个显着低于卡片或PC组。相关性分析表明，在学习上投入的时间和随后的后测成绩并没有显着相关的列表和卡组。奇怪的是，PC组的学习时间和他们的后测试成绩之间呈负相关。学习时间和随后的保留之间缺乏有意义的关系可能部分是由于某些学习者在使用某些材料时有效学习的能力有限。给参与者的问卷调查发现，一般来说，计算机比列表或卡片更受欢迎。然而，与此同时，学习者对计算机的评价表现出很大的差异，这意味着在向学习者介绍CALL时考虑个体差异的重要性。总之，这项研究证明了计算机比列表的优越性，单词卡比列表的优势有限，计算机和卡片之间没有统计学上的显著差异。这一发现意义重大，因为尽管卡片或计算机的优点一直被提倡，但没有任何研究从经验上验证过这种说法。
Abstract The spacing effect is known to be one of the most robust phenomena in experimental psychology, and many attempts have been made to realize effective spaced learning for L2 vocabulary learning. This study compares vocabulary learning with word lists, word cards, and computers in order to identify which material leads to the most superior spaced learning. In the experiment, 226 Japanese high school students studied ten English words with one of the three learning materials: lists, cards, and computers. One-way analysis of covariance (ANCOVA) showed that although no significant difference existed between the Card group and the other two, the PC group significantly outperformed the List group on the delayed post-test. Item analysis using Chi-squares demonstrated that on the delayed post-test, the List group's successful recall rates for four of the ten items were significantly lower than those of the Card or PC group. Correlational analysis indicated that the time invested in learning and the subsequent post-test scores did not correlate significantly for the List and Card groups. Paradoxically, a negative correlation was observed between the PC group's study time and their post-test scores. The lack of meaningful relationships between the study time and subsequent retention may be partially due to the limited ability of certain learners to learn effectively while using certain materials. A questionnaire given to the participants found that, in general, computers were evaluated more favorably than lists or cards. At the same time, however, learners exhibited large variations in their evaluation of computers, implying the importance of considering individual differences when introducing CALL to learners. In summary, the study has demonstrated the superiority of computers over lists, the limited advantage of word cards over lists, and no statistically significant difference between computers and cards. The findings are significant because although the advantages of cards or computers have been advocated, no study has ever tested such claims empirically.
附加到 CAI 系统的掌握反馈对间隔学习的影响。
DOI：
--
发表时间：
2004
期刊：
Educational Technology Research 27(1-2)
影响因子：
--
作者：
Mizuno;R.
通讯作者：
R.