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The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

Bisson MJ, van Heuven WJ, Conklin K, Tunney RJ - Q J Exp Psychol (Hove) (2014)

Bottom Line: Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only.However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning.In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later.

View Article: PubMed Central - PubMed

Affiliation: a School of Psychology , Nottingham University , Nottingham , UK.

ABSTRACT
This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

No MeSH data available.


Related in: MedlinePlus

Dwell time in the image area in milliseconds (ms) across the incidental learning phase for each word condition with error bars (A = auditory FL only; AW = auditory FL with written NL translation; AWP = auditory FL with written NL translation and picture; FL = foreign language; NL = native language). To view this figure in colour, please visit the online version of this Journal.
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Figure 0004: Dwell time in the image area in milliseconds (ms) across the incidental learning phase for each word condition with error bars (A = auditory FL only; AW = auditory FL with written NL translation; AWP = auditory FL with written NL translation and picture; FL = foreign language; NL = native language). To view this figure in colour, please visit the online version of this Journal.

Mentions: As a picture was not presented in the condition with auditory FL and written information (AW) or auditory FL only (A; both these word conditions included a blank screen instead), the dwell time in the image area was only investigated in the condition with auditory, written, and pictorial information (AWP). The dwell time in the image area was investigated with block as a within-subject factor (6 levels: Blocks 1 to 6). Results revealed a significant linear trend, F(1, 27) = 32.59, p < .001,  = .55, indicating that participants spent less time fixating in the image area as they progressed through the incidental learning task (Figure 4).Figure 4


The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary.

Bisson MJ, van Heuven WJ, Conklin K, Tunney RJ - Q J Exp Psychol (Hove) (2014)

Dwell time in the image area in milliseconds (ms) across the incidental learning phase for each word condition with error bars (A = auditory FL only; AW = auditory FL with written NL translation; AWP = auditory FL with written NL translation and picture; FL = foreign language; NL = native language). To view this figure in colour, please visit the online version of this Journal.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4487591&req=5

Figure 0004: Dwell time in the image area in milliseconds (ms) across the incidental learning phase for each word condition with error bars (A = auditory FL only; AW = auditory FL with written NL translation; AWP = auditory FL with written NL translation and picture; FL = foreign language; NL = native language). To view this figure in colour, please visit the online version of this Journal.
Mentions: As a picture was not presented in the condition with auditory FL and written information (AW) or auditory FL only (A; both these word conditions included a blank screen instead), the dwell time in the image area was only investigated in the condition with auditory, written, and pictorial information (AWP). The dwell time in the image area was investigated with block as a within-subject factor (6 levels: Blocks 1 to 6). Results revealed a significant linear trend, F(1, 27) = 32.59, p < .001,  = .55, indicating that participants spent less time fixating in the image area as they progressed through the incidental learning task (Figure 4).Figure 4

Bottom Line: Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only.However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning.In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later.

View Article: PubMed Central - PubMed

Affiliation: a School of Psychology , Nottingham University , Nottingham , UK.

ABSTRACT
This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.

No MeSH data available.


Related in: MedlinePlus