Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach.
Investigating Implicit and Explicit Word Learning in School-age Children Using a Combined Behavioral-Event Related Potential (ERP) Approach.
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DOI：
10.1080/87565641.2019.1709465
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发表时间：
2020-01
影响因子：
1.5
通讯作者：
Konja C
中科院分区：
文献类型：
--
作者：
Abel AD;Sharp BJ;Konja C
单词学习研究中的一个挑战是如何将学习操作起来。我们将行为测量与EEG相结合，考察了在附带学习任务中对先前引入的有意义或无意义的单词的内隐和外显识别。参与者(8-11岁的儿童)不能识别以前引入的无意义单词，学习任务中表现较好的单词识别能力较差。N400波幅在有意义的无意义词、无意义的无意义词和新奇的无意义词之间存在差异。结果表明，引入一个有意义的无意义词并不能帮助显性词汇学习，但能促进内隐词汇学习。
One challenge in word learning research is how to operationalize learning. We combined behavioral measures with EEG to examine implicit and explicit recognition of words previously introduced with or without meaning in an incidental learning task. Participants (8–11-year-old children) were not able to recognize previously introduced nonsense words and better performance on the learning task resulted in poorer word recognition. The N400 amplitude differed between nonsense words with meaning versus nonsense words no meaning and novel nonsense words. Results indicate that introducing a nonsense word with meaning does not aid in explicit word learning but improves implicit word learning.
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