The current study investigated whether semantic (meaning) knowledge benefits learning orthography (spelling). Adult readers read 14 novel non-words embedded in sentences with informative or uninformative context. Orthographic and semantic posttests assessed learning. In E1, results indicated that the relationship between context and orthographic…

Researchers have investigated the promise of unimodal and bimodal input in enhancing vocabulary learning from meaning-focused activities. Compared to unimodal input, the simultaneous presentation of written and aural input in bimodal input has been argued to direct L2 learners' attention to words and enhance the form-meaning links for new…

This study investigated developmental changes in memory performance for two contrasting populations in Urban and Rural Yucatan, Mexico. Subjects were divided into five groups defined by age, including children and adults. All urban S's were in school, while only the two younger rural groups were in school, and older rural S's had little or no…