Implicit Word Learning Benefits from Semantic Richness: Electrophysiological and Behavioral Evidence

Autor/inn/en	Rabovsky, Milena; Sommer, Werner; Abdel Rahman, Rasha
Titel	Implicit Word Learning Benefits from Semantic Richness: Electrophysiological and Behavioral Evidence
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 4, S.1076-1083 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0025646
Schlagwörter	Evidence; Semantics; Priming; Vocabulary Development; Role; Language Acquisition; Correlation; Brain Hemisphere Functions; Decision Making; Task Analysis; Diagnostic Tests + Suchen Sie Ihr Suchwort? Evidenz; Semantik; Wortschatzarbeit; Rollen; Sprachaneignung; Spracherwerb; Korrelation; Decision-making; Entscheidungsfindung; Aufgabenanalyse; Diagnostic test; Diagnostischer Test
Abstract	Words differ considerably in the amount of associated semantic information. Despite the crucial role of meaning in language, it is still unclear whether and how this variability modulates language learning. Here, we provide initial evidence demonstrating that implicit learning in repetition priming is influenced by the amount of semantic features associated with a given word. Electroencephalographic recordings were obtained while participants performed a visual lexical decision task; the complete stimulus set was repeated once. Repetition priming effects on performance accuracy and the N400 component of the event-related brain potential were enhanced for words with many semantic features. These findings suggest a novel and important impact of the richness of semantic representations on learning and plasticity within the lexical-conceptual system; they are discussed in their relevance for assumptions concerning basic mechanisms underlying word learning. (Contains 1 table and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10