Please use this identifier to cite or link to this item:
|Title:||Semantic and phonological schema influence spoken word learning and overnight consolidation|
Taylor, J. S. H.
Vaquero Zamora, Lucía
Diego Balaguer, Ruth de
Rodríguez Fornells, Antoni
Davis, Matthew H.
Adquisició del llenguatge
|Publisher:||Taylor and Francis|
|Abstract:||We studied the initial acquisition and overnight consolidation of new spoken words that resemble words in the native language (L1) or in an unfamiliar, non-native language (L2). Spanish-speaking participants learned the spoken forms of novel words in their native language (Spanish) or in a different language (Hungarian), which were paired with pictures of familiar or unfamiliar objects, or no picture. We thereby assessed, in a factorial way, the impact of existing knowledge (schema) on word learning by manipulating both semantic (familiar vs. unfamiliar objects) and phonological (L1- vs. L2-like novel words) familiarity. Participants were trained and tested with a 12-hour intervening period that included overnight sleep or daytime awake. Our results showed; i) benefits of sleep to recognition memory that were greater for words with L2-like phonology; ii) that learned associations with familiar but not unfamiliar pictures enhanced recognition memory for novel words. Implications for complementary systems accounts of word learning are discussed.|
|Note:||Versió postprint del document publicat a: https://doi.org/10.1080/17470218.2017.1329325|
|It is part of:||Quarterly Journal of Experimental Psychology, 2018, vol. 71, num. 6, p. 1469-1481|
|Appears in Collections:||Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.