Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.
Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.
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DOI：
10.1177/17470218221126976
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发表时间：
2023-07
影响因子：
1.7
通讯作者：
Taylor, J. S. H.
中科院分区：
文献类型：
--
作者：
Norman, Rebecca;Hulme, Rachael C.;Sarantopoulos, Christina;Chandran, Varsha;Shen, Hantong;Rodd, Jennifer M.;Joseph, Holly;Taylor, J. S. H.
从童年中期开始，大多数生词都是通过阅读习得的。许多单词的确切含义取决于它们所处的语言环境，读者使用这种语言环境来推断适当的解释。然而，目前还不清楚这些语言环境的哪些特征最有利于学习新的词义。我们调查了在语境不同的句子中学习单词是否有利于成年人(n=239)的词形和意义学习。受试者通过阅读每个假词的10个句子来学习8个假词的含义。四个假词在不同的条件下学习(10个句子在不同的主题上)，4个假词在不同的条件下学习(10个句子在同一主题上)。一项新旧判断后测表明，多样性并不影响词形学习。在第二个后测中，参与者选择哪个训练过的假词完成一个句子，要么是来自不熟悉的、未经训练的语境，要么是来自熟悉的、经过训练的语境。对于熟悉的语境，在非多样化条件下学习的假词的准确率较高，而对于陌生的语境，在多样化的条件下学习的假词的准确率较高。这些结果表明，不同的语境可能会促进灵活的、去语境的意义表征的发展，这些表征更容易概括到新的语境中。相反，非不同的上下文可能有利于提取在相同上下文中更容易使用的上下文绑定表示。
From mid-childhood onwards, most new words are learned through reading. The precise meaning of many words depends upon the linguistic context in which they are encountered, which readers use to infer the appropriate interpretation. However, it is unclear what features of these linguistic contexts best support learning of new word meanings. We investigated whether learning words in contextually diverse sentences benefits word form and meaning learning in adults (n = 239). Participants learned meanings for 8 pseudowords through reading 10 sentences about each. Four pseudowords were learned in a diverse condition (10 sentences on different topics) and four were learned in a non-diverse condition (10 sentences on the same topic). An old-new decision post-test indicated that diversity did not influence word form learning. In a second post-test, participants chose which trained pseudoword completed a sentence from either an unfamiliar, untrained context, or a familiar, trained context. For familiar contexts, accuracy was higher for pseudowords learned in the non-diverse condition, but for unfamiliar contexts, accuracy was higher for pseudowords learned in the diverse condition. These results suggest that diverse contexts may promote development of flexible, decontextualised meaning representations that are easier to generalise to new contexts. Conversely, non-diverse contexts may favour extraction of context-bound representations that are more easily used in the same context.
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影响因子：
2.5
作者：
Li, Jiangtian;Joanisse, Marc F.
通讯作者：
Joanisse, Marc F.
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
影响因子：
4
作者：
Cunningham, AE;Stanovich, KE
通讯作者：
Stanovich, KE
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：
2.6
作者：
Joseph, Holly;Nation, Kate
通讯作者：
Nation, Kate