Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting
Effects of stimulus characteristics and background music on foreign language vocabulary learning and forgetting
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DOI：
10.1111/j.1467-9922.2006.00374.x
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发表时间：
2006-09-01
影响因子：
4.4
通讯作者：
de Groot, Annette M. B.
中科院分区：
文献类型：
--
作者：
de Groot, Annette M. B.
本研究考察了三个刺激变量和背景音乐对外语词汇配对联想学习的影响。刺激变量为母语词汇的频率和具体性以及外语词汇的典型性。64个L1-FL对被试进行了六次学习，然后在第二、第四和第六次学习后进行回忆测试。第四次回忆测试在一周后进行。典型外语词、外语词与频繁母语词配对、外语词与具体母语词配对分别比非典型外语词、外语词与不频繁母语词和抽象母语词配对学习效果好。在音乐条件下比在安静条件下发生更多的学习。结果解释的L1单词的记忆表征之间的差异，语音编码的差异，使外语单词，和个体学习者的差异。
This study examined the effects of three stimulus variables and background music on paired-associate learning of foreign language (FL) vocabulary. The stimulus variables were the frequency and concreteness of the native language (L1) words and the (phonotactical) typicality of the FL words. Sixty-four L1-FL pairs were presented for learning six times, followed by a recall test after the second, fourth, and sixth learning round. A fourth recall test took place 1 week later. Typical FL words, FL words paired with frequent L1 words, and FL words paired with concrete L1 words were learned better than atypical FL words and FL words paired with infrequent and abstract L1 words, respectively. More learning occurred in the music condition than in the silent condition. The results are interpreted in terms of differences between memory representations of L1 words, differences in the phonological coding enabled by the FL words, and individual learner differences.