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Articles 1 - 3 of 3
Full-Text Articles in Social and Behavioral Sciences
Concreteness, Frequency, And Bilingual Language Dominance: Implications For The Impact Of Context Availability In Explicit Memory, Randolph Taylor
Concreteness, Frequency, And Bilingual Language Dominance: Implications For The Impact Of Context Availability In Explicit Memory, Randolph Taylor
Open Access Theses & Dissertations
One explanation for why concrete words are better recalled than abstract words is systematic differences across these word types in the availability of context information. In contrast, explanations for the concrete word advantage in recognition memory do not consider a possible role for context availability. Like concrete words, low-frequency words and L2 words also demonstrate item recognition advantages over high-frequency words and L1 words, respectively. Although the theories explaining these advantages do not explicitly discuss context availability, the mechanisms described suggest that context availability may play a role. The present study examined the extent to which context availability can explain …
Bilingual Novel Word Learning In Sentence Contexts, Justin G. Lauro
Bilingual Novel Word Learning In Sentence Contexts, Justin G. Lauro
Open Access Theses & Dissertations
According to the Instance-based framework of adult vocabulary learning, each time a learner encounters a new word in context, an episodic memory trace, containing the word itself and the surrounding context, is formed. Previous research has demonstrated an advantage in memory for words encountered in a variety of semantic contexts. This advantage occurs because distinctive contexts generate more distinctive memory traces. While research has demonstrated that a variety of contextual characteristics are encoded (e.g. semantic context, modality, and language), it is unknown whether varying the language context in which a word is encountered has a similar benefit on memory for …
Source Monitoring In Bilinguals, Renee Michelle Penalver
Source Monitoring In Bilinguals, Renee Michelle Penalver
Open Access Theses & Dissertations
Source memory is memory for the context in which a particular target item is learned (Parker, 1995). The source-monitoring framework is the leading model of source memory (Johnson, Hashtroudi, & Lindsay, 1993). It remains unknown at what level context-to-word associations are made (e.g., at the word form level or conceptual level). Three experiments examined the effects of word frequency and language proficiency on source memory, with each experiment addressing one of the different types of source monitoring identified in this framework. In Experiment 1, we examined how language proficiency and word frequency affect external source discrimination. Participants had to discriminate …