dc.contributor.author | Frances, Candice | |
dc.contributor.author | de Bruin, Angela | |
dc.contributor.author | Duñabeitia, Jon Andoni | |
dc.date.accessioned | 2020-10-14T07:37:27Z | |
dc.date.available | 2020-10-14T07:37:27Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Frances C, de Bruin A, Duñabeitia JA (2020) The effects of language and emotionality of stimuli on vocabulary learning. PLoS ONE 15(10): e0240252. https://doi.org/10.1371/journal. pone.0240252 | es_ES |
dc.identifier.issn | 1932-6203 | |
dc.identifier.uri | http://hdl.handle.net/10810/46881 | |
dc.description | Published: October 7, 2020 | es_ES |
dc.description.abstract | Learning new content and vocabulary in a foreign language can be particularly difficult. Yet,
there are educational programs that require people to study in a language they are not
native speakers of. For this reason, it is important to understand how these learning processes
work and possibly differ from native language learning, as well as to develop strategies
to ease this process. The current study takes advantage of emotionality—operationally
defined as positive valence and high arousal—to improve memory. In two experiments, the
present paper addresses whether participants have more difficulty learning the names of
objects they have never seen before in their foreign language and whether embedding them
in a positive semantic context can help make learning easier. With this in mind, we had participants
(with a minimum of a B2 level of English) in two experiments (43 participants in
Experiment 1 and 54 in Experiment 2) read descriptions of made-up objects—either positive
or neutral and either in their native or a foreign language. The effects of language varied
with the difficulty of the task and measure used. In both cases, learning the words in a positive
context improved learning. Importantly, the effect of emotionality was not modulated by
language, suggesting that the effects of emotionality are independent of language and could
potentially be a useful tool for improving foreign language vocabulary learning. | es_ES |
dc.description.sponsorship | This research has been partially funded by the following entities: Spanish Government [https://ciencia.sede.gob.es/]: PGC2018-097145-B-I00 (JAD), RED2018-102615-T (JAD), SEV-2015-0490, and BES-2016-077169 (CF) Comunidad de Madrid [https://www.comunidad.madrid/]: H2019/HUM-5705 (JAD) The funders had no role in the study design, data collection and analysis, decision to publish, or preparation of the manuscript. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | PLOS ONE | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PGC2018-097145-B-I00 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/RED2018-102615-T | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/SEV-2015-0490 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | Language | es_ES |
dc.subject | Emotions | es_ES |
dc.subject | Human learning | es_ES |
dc.subject | Language acquisition | es_ES |
dc.subject | Semantics | es_ES |
dc.subject | Learning | es_ES |
dc.subject | Multilingualism | es_ES |
dc.subject | Memory recall | es_ES |
dc.title | The effects of language and emotionality of stimuli on vocabulary learning | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2020 Frances et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. | es_ES |
dc.relation.publisherversion | https://journals.plos.org/plosone/ | es_ES |
dc.identifier.doi | 10.1371/journal.pone.0240252 | |