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Kelle DeWine; Hannah Chai – Mid-Western Educational Researcher, 2024
Increasing engagement may enable struggling readers to catch up with their peers. This study examined the impact of using multisensory strategies with Elkonin boxes to teach decodable words to first grade students. The study found that student interest impacted engagement, particularly when it was a combination of auditory, tactile, and visual.…
Descriptors: Multisensory Learning, Word Frequency, Grade 1, Elementary School Students
Aleksandrov, Aleksander A.; Memetova, Kristina S.; Stankevich, Lyudmila N.; Knyazeva, Veronika M.; Shtyrov, Yury – Journal of Psycholinguistic Research, 2020
Lexical ERPs (event-related potentials) obtained in an oddball paradigm were suggested to be an index of the formation of new word representations in the brain in the learning process: with increased exposure to new lexemes, the ERP amplitude grows, which is interpreted as a signature of a new memory-trace build-up and activation. Previous…
Descriptors: Semantics, Word Frequency, Familiarity, Brain Hemisphere Functions
Goldenberg, Elizabeth R.; Repetti, Rena L.; Sandhofer, Catherine M. – Developmental Psychology, 2022
Children learn what words mean from hearing words used across a variety of contexts. Understanding how different contextual distributions relate to the words young children say is critical because context robustly affects basic learning and memory processes. This study examined children's everyday experiences using naturalistic video recordings to…
Descriptors: Context Effect, Nouns, Linguistic Input, Video Technology
Mazachowsky, Tessa R.; Atance, Cristina M.; Rutt, Joshua L.; Mahy, Caitlin E. V. – Journal of Cognition and Development, 2023
The ability to project oneself forward in time and imagine a future episode, known as episodic foresight (EpF), is an important aspect of future thinking. EpF tasks often involve children choosing an item for a future episode, yet the degree to which future projection is required to succeed -- versus memory or semantic associations -- has been…
Descriptors: Verbal Communication, Item Analysis, Memory, Semantics
Eskenazi, Michael A.; Nix, Bailey – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2021
Reading in difficult or novel fonts results in slower and less efficient reading (Slattery & Rayner, 2010); however, these fonts may also lead to better learning and memory (Diemand-Yauman, Oppenheimer, & Vaughan, 2011). This effect is consistent with a desirable difficulty effect such that more effort during encoding results in better…
Descriptors: Individual Differences, Difficulty Level, Word Frequency, Layout (Publications)
Smith, S. Adam; Mulligan, Neil W. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2018
The typical pattern of results in divided attention experiments is that subjects in a full attention (FA) condition perform markedly better on tests of memory than subjects in a divided attention (DA) condition which forces subjects to split their attention between studying to-be-remembered stimuli and completing some peripheral task.…
Descriptors: Attention Control, Tests, Memory, Task Analysis
Brown, Esther L.; Shin, Naomi – First Language, 2022
Child language acquisition research has provided ample evidence of lexical frequency effects. This corpus-based analysis introduces a novel frequency measure shown to significantly constrain adult language variation, but heretofore unexplored in child language acquisition research. Among adults, frequent occurrence of a form in a particular…
Descriptors: Language Acquisition, Form Classes (Languages), Word Frequency, Computational Linguistics
Lam, Boji P. W.; Marquardt, Thomas P. – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Emotional verbal fluency (Emo-VF) has the potential to expand neuropsychological assessment by providing information about affective memory retrieval. The usability of Emo-VF is limited, however, by significant variations in task administration and the lack of information about Emo-VF responses. This study investigated verbal productivity…
Descriptors: Task Analysis, Verbal Ability, Emotional Response, Comparative Analysis
Coxhead, Averil; McLaughlin, Emma; Reid, Aleeshea – Journal of Vocational Education and Training, 2019
Learners in the trades are faced with learning a large amount of technical vocabulary along with the content of their field, but they do not tend to encounter this language outside their courses of study. This technical vocabulary is a core element in their developing knowledge of their trade and their learner identity. This article focuses first…
Descriptors: Word Lists, Vocabulary Development, Foreign Countries, Vocational Education
Kumar, Abhilasha A.; Balota, David A.; Habbert, Julia; Scaltritti, Michele; Maddox, Geoffrey B. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
The present experiments investigated the influence of combined phonological and semantic information on lexical retrieval, metacognitive retrieval states, and selection in an immediate multiple-choice task. Younger and older adults attempted to retrieve words (e.g., abdicate) from low-frequency word definitions. Retrieval was preceded by primes…
Descriptors: Semantics, Phonology, Language Processing, Metacognition
Jones, Michael N.; Dye, Melody; Johns, Brendan T. – Grantee Submission, 2017
Classic accounts of lexical organization posit that humans are sensitive to environmental frequency, suggesting a mechanism for word learning based on repetition. However, a recent spate of evidence has revealed that it is not simply frequency but the diversity and distinctiveness of contexts in which a word occurs that drives lexical…
Descriptors: Word Frequency, Vocabulary Development, Context Effect, Semantics
Mulligan, Neil W.; Smith, S. Adam; Spataro, Pietro – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2016
Stimuli co-occurring with targets in a detection task are better remembered than stimuli co-occurring with distractors--the attentional boost effect (ABE). The ABE is of interest because it is an exception to the usual finding that divided attention during encoding impairs memory. The effect has been demonstrated in tests of item memory but it is…
Descriptors: Memory, Attention, Recognition (Psychology), Priming
Kheirzadeh, Shiela; Hajiabed, Mohammadreza – Journal of Psycholinguistic Research, 2016
The present interdisciplinary research investigates the differential emotional expression between Persian monolinguals and Persian-English bilinguals. In other words, the article was an attempt to answer the questions whether bilinguals and monolinguals differ in the expression of positive and negative emotions elicited through sad and happy…
Descriptors: Self Expression, Emotional Response, Monolingualism, Bilingualism
Jonker, Tanya R.; MacLeod, Colin M. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Remembering the order of a sequence of events is a fundamental feature of episodic memory. Indeed, a number of formal models represent temporal context as part of the memory system, and memory for order has been researched extensively. Yet, the nature of the code(s) underlying sequence memory is still relatively unknown. Across 4 experiments that…
Descriptors: Memory, Recall (Psychology), Sequential Learning, Experiments
Lam, Tuan Q.; Watson, Duane G. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2014
Compared to words that are new to a discourse, repeated words are produced with reduced acoustic prominence. Although these effects are often attributed to priming in the production system, the locus of the effect within the production system remains unresolved because, in natural speech, repetition often involves repetition of referents and…
Descriptors: Experimental Psychology, Repetition, College Students, Computer Simulation