Anchoring and contextual variation in the early stages of incidental word learning during reading
Anchoring and contextual variation in the early stages of incidental word learning during reading
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DOI：
10.1016/j.jml.2020.104203
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发表时间：
2021-01-28
影响因子：
4.3
通讯作者：
Nation, Kate
中科院分区：
文献类型：
--
作者：
Mak, Matthew H. C.;Hsiao, Yaling;Nation, Kate
词汇加工受单词的影响？的语义多样性，估计语料库派生的指标。虽然这表明语境差异塑造了言语学习和记忆，但语义多样性代表了什么以及为什么会影响词汇加工还不清楚。词汇学习实验和模拟提供了一个机会，直接操纵上下文的变化和测量加工的影响。在实验1中，成年人阅读六个自然主义段落中的新单词，跨越一个熟悉的主题（低语义多样性）或六个熟悉的主题（高语义多样性）。在低多样性条件下经历的单词表现出更好的学习效果，这种效果通过模拟语义多样性不同的词汇网络中的扩散激活来复制。我们把这些发现归因于？锚定？通过将新单词固定在长期记忆中熟悉的主题上来稳定它们的过程。模拟2和实验2测试是否单词学习可能会更好地利用多样性，如果新的单词锚定的机会。模拟和行为数据都表明，锚定的机会后，新的单词形式更好地学习在高多样性的条件下，与模拟/实验1。综上所述，这些研究结果表明，锚定和语境变化都影响早期阶段的单词学习。
Lexical processing is influenced by a word?s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning experiments and simulations offer an opportunity to manipulate contextual variation directly and measure the effects on processing. In Experiment 1, adults read novel words in six naturalistic passages spanning one familiar topic (low semantic diversity) or six familiar topics (high semantic diversity). Words experienced in the low-diversity condition showed better learning, an effect replicated by simulating spreading activation in lexical networks differing in semantic diversity. We attributed these findings to ?anchoring?, a process of stabilizing novel word representations by securing them onto a familiar topic in long-term memory. Simulation 2 and Experiment 2 tested whether word learning might be better placed to take advantage of diversity if novel words were given an anchoring opportunity. Simulations and behavioural data both showed that after an anchoring opportunity, novel word forms were better learned in the high-diversity condition, contrasting with Simulation/Experiment 1. Taken together, these findings show that anchoring and contextual variation both influence the early stages of word learning.