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Bilingual novel word learning in sentence contexts.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Bilingual novel word learning in sentence contexts./
Author:	Lauro, Justin Gerald.
Description:	1 online resource (81 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.
Subject:	Cognitive psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355261400

Bilingual novel word learning in sentence contexts.
Lauro, Justin Gerald.

Bilingual novel word learning in sentence contexts. - 1 online resource (81 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.

Thesis (Ph.D.)--The University of Texas at El Paso, 2017.

Includes bibliographical references

According to the Instance-based framework of adult vocabulary learning, each time a learner encounters a new word in context, an episodic memory trace, containing the word itself and the surrounding context, is formed. Previous research has demonstrated an advantage in memory for words encountered in a variety of semantic contexts. This advantage occurs because distinctive contexts generate more distinctive memory traces. While research has demonstrated that a variety of contextual characteristics are encoded (e.g. semantic context, modality, and language), it is unknown whether varying the language context in which a word is encountered has a similar benefit on memory for new words. Across two experiments, highly proficient Spanish-English bilinguals studied rare cognates in sentences in both languages. At test, they were asked to generate meanings and recognize semantically related and unrelated word pairs containing studied words. In Experiment 1, participants studied words and were tested visually. In Experiment 2, participants studied words and were tested auditorily. Across both experiments, an advantage in generating meanings of words learned in different semantic contexts was observed in both the L1 and L2. However, no additive effects of language variation of encounters with words at study were directly observed. This is the first study to explicitly test the context variability hypothesis in bilinguals' L2, as well as in the auditory modality. The results are discussed within an instance-based theoretical perspective, drawing from literature on bilingual conceptual access.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355261400Subjects--Topical Terms:

556029
Cognitive psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Bilingual novel word learning in sentence contexts.
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100 1 $a Lauro, Justin Gerald. $3 1185467
245 1 0 $a Bilingual novel word learning in sentence contexts.
264 0 $c 2017
300 $a 1 online resource (81 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: B.
500 $a Adviser: Ana I. Schwartz.
502 $a Thesis (Ph.D.)--The University of Texas at El Paso, 2017.
504 $a Includes bibliographical references
520 $a According to the Instance-based framework of adult vocabulary learning, each time a learner encounters a new word in context, an episodic memory trace, containing the word itself and the surrounding context, is formed. Previous research has demonstrated an advantage in memory for words encountered in a variety of semantic contexts. This advantage occurs because distinctive contexts generate more distinctive memory traces. While research has demonstrated that a variety of contextual characteristics are encoded (e.g. semantic context, modality, and language), it is unknown whether varying the language context in which a word is encountered has a similar benefit on memory for new words. Across two experiments, highly proficient Spanish-English bilinguals studied rare cognates in sentences in both languages. At test, they were asked to generate meanings and recognize semantically related and unrelated word pairs containing studied words. In Experiment 1, participants studied words and were tested visually. In Experiment 2, participants studied words and were tested auditorily. Across both experiments, an advantage in generating meanings of words learned in different semantic contexts was observed in both the L1 and L2. However, no additive effects of language variation of encounters with words at study were directly observed. This is the first study to explicitly test the context variability hypothesis in bilinguals' L2, as well as in the auditory modality. The results are discussed within an instance-based theoretical perspective, drawing from literature on bilingual conceptual access.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Bilingual education. $3 1148431
655 7 $a Electronic books. $2 local $3 554714
690 $a 0633
690 $a 0282
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at El Paso. $b Psychology. $3 1185468
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10619698 $z click for full text (PQDT)