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Differences in word learning in children: bilingualism or linguistic experience?
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Differences in word learning in children: bilingualism or linguistic experience?
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Semantic and phonological schema influence spoken word learning and overnight consolidation. ...
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Semantic and phonological schema influence spoken word learning and overnight consolidation
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Semantic and phonological schema influence spoken word learning and overnight consolidation.
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Abstract:
We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs unfamiliar objects) and phonological (L1- vs L2-like novel words) familiarity. Participants were trained and tested with a 12-hr intervening period that included overnight sleep or daytime awake. Our results showed (1) benefits of sleep to recognition memory that were greater for words with L2-like phonology and (2) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed. ; This project has been supported by the Spanish Government (PSI2011-29219, awarded to ARF) and a predoctoral position awarded to VH.
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Keyword:
Adolescent; Adult; Analysis of Variance; Association Learning; Choice Behavior; consolidation; Female; Humans; L1; L2; Male; Memory; Phonetics; phonology; Reaction Time; Recognition (Psychology); schema; semantic; Semantics; sleep; Verbal Learning; Word learning; Young Adult
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URL: https://doi.org/10.17863/CAM.35540 https://www.repository.cam.ac.uk/handle/1810/288226
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Semantic and phonological schema influence spoken word learning and overnight consolidation
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Semantic and phonological schema influence spoken word learning and overnight consolidation
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