心理学
背景(考古学)
词汇
模态(人机交互)
词(群论)
意义(存在)
阅读(过程)
模式
词汇发展
理解力
语言学
单词学习
认知心理学
计算机科学
人工智能
古生物学
社会科学
哲学
社会学
心理治疗师
生物
作者
Tina C. Melamed,Prasanth Chalamalasetty,Yvonne Ralph,Kate Berinhout,Mandy J. Maguire
标识
DOI:10.1016/j.jecp.2023.105755
摘要
Previous research indicates that word learning from auditory contexts may be more effective than written context at least through fourth grade. However, no study has examined contextual differences in word learning in older school-aged children when reading abilities are more developed. Here we examined developmental differences in children's ability to deduce the meanings of unknown words from the surrounding linguistic context in the auditory and written modalities and sought to identify the most important predictors of success in each modality. A total of 89 children aged 8-15 years were randomly assigned to either read or listen to a narrative that included eight novel words, with five exposures to each novel word. They then completed three posttests to assess word meaning inferencing. Children across all ages performed better in the written modality. Vocabulary was the only significant predictor of success on the word inferencing task. Results indicate support for written stimuli as the most effective modality for novel word meaning deduction. Our findings suggest that the presence of orthographic information facilitates novel word learning even for early, less proficient readers.
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