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Autor/inn/envan der Ven, Frauke; Takashima, Atsuko; Segers, Eliane; Verhoeven, Ludo
TitelSemantic Priming in Dutch Children: Word Meaning Integration and Study Modality Effects
QuelleIn: Language Learning, 67 (2017) 3, S.546-568 (23 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0023-8333
DOI10.1111/lang.12235
SchlagwörterIndo European Languages; Novelty (Stimulus Dimension); Oral Language; Written Language; Vocabulary Development; Cognitive Processes; Semantics; Language Processing; Priming; Early Adolescents; Preadolescents; Learning Modalities; Foreign Countries; Netherlands
AbstractResearch in adults has shown that novel words are encoded rather swiftly but that their semantic integration occurs more slowly and that studying definitions presented in a written modality may benefit integration. It is unclear, however, how semantic integration proceeds in children, who (compared to adults) have more malleable brains and less reading knowledge. In this study, 68 Dutch-speaking children studied novel words, together with their meanings presented orally or in writing. After 22 hours, children showed semantic priming effects for novel words, demonstrating semantic integration, but the amount of priming did not differ between the two study modalities. Thus, children appeared to integrate newly learned word meanings independently of the modality in which they studied the definitions. This implies that semantic integration in 10- to 13-year-olds can occur, as with adults, within 24 hours, but may be unaffected by the modality in which the meanings are studied. (As Provided).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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