Anchoring and contextual variation in the early stages of incidental word learning during reading
Lexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning ex...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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Elsevier
2021
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| _version_ | 1797085817922912256 |
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| author | Mak, MHC Hsiao, Y Nation, K |
| author_facet | Mak, MHC Hsiao, Y Nation, K |
| author_sort | Mak, MHC |
| collection | OXFORD |
| description | Lexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning experiments and simulations offer an opportunity to manipulate contextual variation directly and measure the effects on processing. In Experiment 1, adults read novel words in six naturalistic passages spanning one familiar topic (low semantic diversity) or six familiar topics (high semantic diversity). Words experienced in the low-diversity condition showed better learning, an effect replicated by simulating spreading activation in lexical networks differing in semantic diversity. We attributed these findings to “anchoring”, a process of stabilizing novel word representations by securing them onto a familiar topic in long-term memory. Simulation 2 and Experiment 2 tested whether word learning might be better placed to take advantage of diversity if novel words were given an anchoring opportunity. Simulations and behavioural data both showed that after an anchoring opportunity, novel word forms were better learned in the high-diversity condition, contrasting with Simulation/Experiment 1. Taken together, these findings show that anchoring and contextual variation both influence the early stages of word learning. |
| first_indexed | 2024-03-07T02:13:21Z |
| format | Journal article |
| id | oxford-uuid:a164a856-1c92-48c2-addb-ea5cdc649e48 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T02:13:21Z |
| publishDate | 2021 |
| publisher | Elsevier |
| record_format | dspace |
| spelling | oxford-uuid:a164a856-1c92-48c2-addb-ea5cdc649e482022-03-27T02:12:51ZAnchoring and contextual variation in the early stages of incidental word learning during readingJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:a164a856-1c92-48c2-addb-ea5cdc649e48EnglishSymplectic ElementsElsevier2021Mak, MHCHsiao, YNation, KLexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning experiments and simulations offer an opportunity to manipulate contextual variation directly and measure the effects on processing. In Experiment 1, adults read novel words in six naturalistic passages spanning one familiar topic (low semantic diversity) or six familiar topics (high semantic diversity). Words experienced in the low-diversity condition showed better learning, an effect replicated by simulating spreading activation in lexical networks differing in semantic diversity. We attributed these findings to “anchoring”, a process of stabilizing novel word representations by securing them onto a familiar topic in long-term memory. Simulation 2 and Experiment 2 tested whether word learning might be better placed to take advantage of diversity if novel words were given an anchoring opportunity. Simulations and behavioural data both showed that after an anchoring opportunity, novel word forms were better learned in the high-diversity condition, contrasting with Simulation/Experiment 1. Taken together, these findings show that anchoring and contextual variation both influence the early stages of word learning. |
| spellingShingle | Mak, MHC Hsiao, Y Nation, K Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title | Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title_full | Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title_fullStr | Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title_full_unstemmed | Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title_short | Anchoring and contextual variation in the early stages of incidental word learning during reading |
| title_sort | anchoring and contextual variation in the early stages of incidental word learning during reading |
| work_keys_str_mv | AT makmhc anchoringandcontextualvariationintheearlystagesofincidentalwordlearningduringreading AT hsiaoy anchoringandcontextualvariationintheearlystagesofincidentalwordlearningduringreading AT nationk anchoringandcontextualvariationintheearlystagesofincidentalwordlearningduringreading |