منابع مشابه
Context and repetition in word learning
Young children learn words from a variety of situations, including shared storybook reading. A recent study by Horst et al. (2011a) demonstrates that children learned more new words during shared storybook reading if they were read the same stories repeatedly than if they were read different stories that had the same number of target words. The current paper reviews this study and further exami...
متن کاملlearners’ attitudes toward the effectiveness of mobile-assisted language learning (mall) in vocabulary acquisition in the iranian efl context: the case of word lists, audiobooks and dictionary use
رشد انفجاری تکنولوژی فرصت های آموزشی مهیج و جدیدی را پیش روی فراگیران و آموزش دهندگان گذاشته است. امروزه معلمان برای اینکه در امر آموزش زبان بروز باشند باید روش هایی را اتخاذ نمایند که درآن ها از تکنولوژی جهت کمک در یادگیری زبان دوم و چندم استفاده شده باشد. با در نظر گرفتن تحولاتی که رشته ی آموزش زبان در حال رخ دادن است هم اکنون زمان مناسبی برای ارزشیابی نگرش های موجود نسبت به تکنولوژی های جدید...
15 صفحه اولSentence context, word recognition, and repetition blindness.
When the sentence She ran her best time yet in the rice last week is displayed using rapid serial visual presentation, viewers sometimes misread rice as race (M. C. Potter, A. Moryadas, I. Abrams, & A. Noel, 1993). Seven experiments combined misreading and repetition blindness (RB) paradigms to determine whether misreading of a word because of biasing sentence context represents a genuine perce...
متن کاملwillingness to communicate in the iranian context: language learning orientation and social support
why some learners are willing to communicate in english, concurrently others are not, has been an intensive investigation in l2 education. willingness to communicate (wtc) proposed as initiating to communicate while given a choice has recently played a crucial role in l2 learning. it was hypothesized that wtc would be associated with language learning orientations (llos) as well as social suppo...
Is overt repetition critical to expressive word learning? The role of overt repetition in word learning with and without semantics
Five experiments examined whether overt repetition (i.e., saying a word aloud) during exposure is critical to the expressive learning of new words. When participants did not engage in overt repetition during exposure, they nevertheless exhibited clear expressive learning, both with and without an accompanying semantics, indicating that overt repetition is not critical to expressive word learnin...
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ژورنال
عنوان ژورنال: Frontiers in Psychology
سال: 2013
ISSN: 1664-1078
DOI: 10.3389/fpsyg.2013.00149