Impact of Informative Context's Meaning Consistency During Incidental Vocabulary Acquisition.
Impact of Informative Context's Meaning Consistency During Incidental Vocabulary Acquisition.
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DOI：
10.1002/rrq.295
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发表时间：
2020-10
影响因子：
4.2
通讯作者：
Binder KS
中科院分区：
文献类型：
--
作者：
Lowell R;Pender KW;Binder KS
作者考察了语境意义一致性对阅读中词汇附带习得的影响。上下文含义一致性是指反映相同含义的信息上下文（即，一致的）或不同的含义（即，不一致的）跨越给定项目的两个自定进度的阅读会话（两个会话在同一天）。每个配对项目的第一句包含信息上下文，第二句包含目标词（新目标或已知对照）。通过在阅读课程后立即（立即）和大约一周后（延迟）进行的惊喜记忆测试来评估获得。不一致的上下文通常与膨胀的阅读时间和回忆比一致的上下文，和保留特别低时，第一次遇到的新目标是在第二次阅读会议。在第二次阅读会话中，对于读者第一次遇到目标的新单词版本的项目，自定进度的阅读时间也特别膨胀（即，而是在第一次阅读会话期间遇到的已知控制）。在两个阅读阶段中，在一致的意义语境中呈现的新目标的习得最容易，但在一致的语境和第二阶段中最初遇到的新目标的情况下，新目标的习得受到的影响最大。当在自定进度的阅读过程中对同一个新目标呈现不同的含义时（不一致的上下文条件），最初呈现的预期含义更有可能保留在记忆中。
The authors examined the influence of context meaning consistency on incidental vocabulary acquisition during reading. Context meaning consistency refers to informational context that reflected the same meaning (i.e., consistent) or different meanings (i.e., inconsistent) across two self-paced reading sessions for a given item (both sessions on the same day). The first sentence of each sentence-pair item contained informational context, and the second sentence contained a target word (novel target or known control). Acquisition was assessed via surprise memory tests given right after the reading sessions (immediate) and again approximately a week later (delayed). Inconsistent context was generally associated with inflated reading times and less recall than consistent context, and retention was particularly low when the first encounter with the novel target was during the second reading session. Self-paced reading times were also particularly inflated in the second reading session for items in which readers encountered the novel word version of the target for the first time (i.e., known control encountered during the first reading session instead). Acquisition was facilitated most for novel targets that were presented during both reading sessions in consistent meaning context, but suffered the most in the case of consistent context and the novel target initially encountered in the second session. When presented with different meanings for the same novel target across self-paced reading sessions (inconsistent context condition), the intended meaning for the initial presentation was more likely to remain in memory.
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影响因子：
2.5
作者：
Adlof, Suzanne;Frishkoff, Gwen;Dandy, Jennifer;Perfetti, Charles
通讯作者：
Perfetti, Charles
影响因子：
3.6
作者：
JENKINS, JR;STEIN, ML;WYSOCKI, K
通讯作者：
WYSOCKI, K
影响因子：
2.2
作者：
Bolger, Donald J.;Balass, Michal;Perfetti, Charles A.
通讯作者：
Perfetti, Charles A.
影响因子：
2.1
作者：
FISCHER, U
通讯作者：
FISCHER, U
影响因子：
2.6
作者：
Joseph, Holly;Nation, Kate
通讯作者：
Nation, Kate