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Leibniz Dream: Children's comprehension of conjunctive expressions in Georgian. ...
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Viewing angle in novice L2 lexical learning in British Sign Language (BSL) ...
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Prior Knowledge and Phonotactic Learning: Button-Pressing Task ...
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Where’s the Bingleduff? Influences of Speaker Accent on Memory in Children ...
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Encoding inferential evidence for events in language: Evidence from Turkish speaking children ...
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Does high talker variability improve the learning of non-native phoneme contrasts? A replication ...
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Learning vocabulary and syntax with and without redundancy ...
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Does non-linguistic segmentation still predict literacy in an L2 education? Statistical learning in Ivorian primary schools ...
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Children's Expressive and Receptive Knowledge of the English Regular Plural (Agreement, in-lab version) ...
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Recruitment of Prior Knowledge during Sleep-Based Consolidation of Phonotactic Patterns for Speech Production ...
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Social isolation and vocabulary development: insights from families with varying SES (Polish) ...
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The role of orthography and phonology during L1 vs. L2 typewritten production ...
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WLET (Manipulating Initial Attention -- Simplified Contrast) ...
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Auditory distraction while reading in different languages ...
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The cost of learning new meanings for familiar words ...
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Abstract:
Research has shown that adults are highly skilled at learning new words and meanings. Here, we examined whether learning new meanings for familiar words affects the processing of their existing meanings. In Experiments 1 and 2, adult participants learnt new, fictitious meanings for previously unambiguous words (e.g., “sip” denoting a small amount of computer data) through four 30-minute training sessions completed over four consecutive days. We tested participants’ comprehension of existing meanings before and after training using a semantic relatedness decision task in which the probe word was related to the existing but not the new meaning of the trained word (e.g., “sip-juice”). Following the training, responses were slower to the trained, but not to the untrained, words, indicating competition between newly-acquired and well-established meanings. Furthermore, consistent with studies of semantic ambiguity, the effect was smaller for meanings that were semantically related to existing meanings than for the ...
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Keyword:
Cognitive Psychology; First and Second Language Acquisition; FOS Languages and literature; FOS Psychology; Linguistics; Psychology; Semantics and Pragmatics; Social and Behavioral Sciences
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URL: https://dx.doi.org/10.17605/osf.io/7ydkw https://psyarxiv.com/7ydkw/
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