Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis.
Effects of induced orthographic and semantic knowledge on subsequent learning: A test of the partial knowledge hypothesis.
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DOI：
10.1007/s11145-015-9612-x
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发表时间：
2016-03
影响因子：
2.5
通讯作者：
Perfetti, Charles
中科院分区：
文献类型：
--
作者：
Adlof, Suzanne;Frishkoff, Gwen;Dandy, Jennifer;Perfetti, Charles
词汇学习可以建立高质量的词汇表征，支持熟练的阅读和语言理解。根据部分知识假设，部分已知的单词，也被称为“边缘词”，可能是很好的教学目标，因为他们已经熟悉。然而，调查这个问题的研究产生了混合的结果，基线知识的个体差异使研究内部和研究之间的结果复杂化。我们提出了两项研究，采取了不同的方法，控制熟悉和熟悉情节的性质。我们控制熟悉的新单词，通过预先曝光（“前熟悉”）在隔离，以诱导基于形式的熟悉，或在句子中，提供了一些线索的意义，诱导部分语义知识。预暴露次数各不相同（0、1或4）。在预熟悉阶段之后，我们用几个信息量很大的句子来表达这些单词，以支持意义的习得。参与者包括成年人和9-12岁的典型发育儿童。在基线、学习后立即和一周后，分别测量了参与者对目标单词的自我熟悉程度，以及他们对单词含义和拼写的了解。正字法和语义词学习呈现出前熟悉的对比效应。对于正字法的学习，最重要的是预先熟悉的数量，而不是类型。相比之下，预熟悉的数量对单词语义学习的影响很小;此外，在低约束句中的预熟悉并没有一贯地促进随后的学习。这些研究结果表明，在教学之前熟悉一个单词并不一定能提高单词学习的效果，他们强调了反复接触高质量的上下文对于强大的单词学习的重要性。
Word learning can build the high-quality word representations that support skilled reading and language comprehension. According to the partial knowledge hypothesis, words that are partially known, also known as “frontier words”, may be good targets for instruction precisely because they are already familiar. However, studies investigating this question have produced mixed findings, and individual differences in baseline knowledge have complicated results both within and across studies. We present two studies that took a different approach, controlling both familiarity and the nature of the familiarizing episode. We controlled familiarity with novel words through pre-exposure (“pre-familiarization”) in isolation, to induce form-based familiarity, or in sentences that provided few clues to meaning, to induce partial semantic knowledge. The number of pre-exposures varied (0, 1, or 4). After the pre-familiarization phase, we presented the words in several highly informative sentences to support meaning acquisition. Participants included both adults and typically developing children, ages 9–12. Participants’ self-rated familiarity with target words, and their knowledge of the words’ meanings and orthography were each measured at baseline, immediately after learning, and one week later. Orthographic and semantic word learning showed contrasting effects of pre-familiarization. For orthographic learning, it was the number, rather than the type, of pre-familiarizations that mattered most. By contrast, the number of pre-familiarizations had little impact on word semantic learning; further, pre-familiarization in low-constraint sentences did not consistently boost subsequent learning. These findings suggest that familiarity with a word prior to instruction does not necessarily improve word-learning outcomes, and they highlight the importance of repeated exposures to high quality contexts for robust word learning.
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影响因子：
3.7
作者：
Reichle, ED;Perfetti, CA
通讯作者：
Perfetti, CA
影响因子：
2.6
作者：
Nation, Kate;Angell, Philip;Castles, Anne
通讯作者：
Castles, Anne
影响因子：
2.6
作者：
MARCEL, AJ
通讯作者：
MARCEL, AJ
影响因子：
1.5
作者：
Frishkoff, Gwen A.;Perfetti, Charles A.;Collins-Thompson, Kevyn
通讯作者：
Collins-Thompson, Kevyn
DOI：
10.1080/10888438.2011.539076
发表时间：
2011-01-01
期刊：
Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading
影响因子：
--
作者：
Frishkoff GA;Perfetti CA;Collins-Thompson K
通讯作者：
Collins-Thompson K