Learning verbs more effectively through meaning congruent action animations
Learning verbs more effectively through meaning congruent action animations
复制标题
通过意义一致的动作动画更有效地学习动词
DOI：
10.1016/j.learninstruc.2015.05.010
复制
发表时间：
2015
影响因子：
6.2
通讯作者：
H. Bekkering
中科院分区：
文献类型：
--
作者：
L. Hald;M. Hurk;H. Bekkering
本研究探讨了在显示意义一致动画的同时学习单词的有效性。我们探讨了动画学习单词是否对已知影响动作理解的属性敏感。我们应用了一个具身认知框架和最近关于语言和行动的理论的预测（基于语言的语言理论，Glenberg & Gallese，2012）。本研究旨在探讨动态动画是否有助于词汇学习（实验1），以及动态动画与词汇学习之间的语言学关系（实验2）。结果表明，意义一致的动画提高动词学习的意义不一致的动画时，测量的识别任务。当通过主动回忆任务进行测量时，一致的动画比静态图片更好地学习。在这两个措施，意义一致的动画支持单词学习。实验2复制并扩展了这一点，并表明，突出动态动作（如目标）相关的概念信息，进一步提高单词学习。这一发现与基于语义的语言理论相一致，该理论认为，当有意义一致的动画支持时，儿童能够在学习过程中更好地模拟动作。突出概念信息还支持这一学习过程。
The current study investigates the effectiveness of learning words while displaying meaning congruent animations. We explore whether learning words with animation is sensitive to properties known to influence action understanding. We apply an embodied cognition framework and predictions from a recent theory about language and action (Action-Based Language theory, Glenberg & Gallese, 2012). The current study aims to investigate whether dynamic animations add to word learning (Experiment 1) and what the linguistic relation between the dynamic animation and the word learning is (Experiment 2). Results indicate that meaning congruent animations improved verb learning compared to meaning incongruent animations when measured by a recognition task. When measured by an active recall task, congruent animations led to better learning than static pictures. In both measures, meaning congruent animations support word learning. Experiment 2 replicates and extends this and suggests that highlighting conceptual information related to the dynamic action (such as the goal) improves word learning further. The findings are in line with Action-Based Language theory, which suggests that children are able to make better simulations of an action during learning when supported by meaning congruent animations. Highlighting conceptual information additionally supports this learning process.
影响因子：
6.2
作者：
Brucker, Birgit;Ehlis, Ann-Christine;Gerjets, Peter
通讯作者：
Gerjets, Peter
影响因子：
2.5
作者：
M. Schmidt-Kassow;A. Kulka;T. Gunter;K. Rothermich;S. Kotz
通讯作者：
M. Schmidt-Kassow;A. Kulka;T. Gunter;K. Rothermich;S. Kotz