dc.contributor.author | Tapia, José Luis | |
dc.contributor.author | Rocabado, Francisco | |
dc.contributor.author | Vergara-Martínez, Marta | |
dc.contributor.author | Perea, Manuel | |
dc.date.accessioned | 2022-04-27T08:27:15Z | |
dc.date.available | 2022-04-27T08:27:15Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Tapia, J.L., Rosa, E., Rocabado, F. et al. Does narrator variability facilitate incidental word learning in the classroom?. Mem Cogn 50, 278–295 (2022). https://doi.org/10.3758/s13421-021-01228-4 | es_ES |
dc.identifier.citation | Memory & Cognition | |
dc.identifier.issn | 0093-934X | |
dc.identifier.uri | http://hdl.handle.net/10810/56400 | |
dc.description | Published online: 20 September 2021 | es_ES |
dc.description.abstract | Recent studies have revealed that presenting novel words across various contexts (i.e., contextual diversity) helps to
consolidate the meaning of these words both in adults and children. This effect has been typically explained in terms of
semantic distinctiveness (e.g., Semantic Distinctiveness Model, Jones et al., Canadian Journal of Experimental
Psychology, 66(2), 115, 2012). However, the relative influence of other, non-semantic, elements of the context is still
unclear. In this study, we examined whether incidental learning of new words in children was facilitated when the words
were uttered by several individuals rather than when they were uttered by the same individual. In the learning phase, the
to-be-learned words were presented through audible fables recorded either by the same voice (low diversity) or by
different voices (high diversity). Subsequently, word learning was assessed through two orthographic and semantic
integration tasks. Results showed that words uttered by different voices were learned better than those uttered by the
same voice. Thus, the benefits of contextual diversity in word learning extend beyond semantic differences among
contexts; they also benefit from perceptual differences among contexts. | es_ES |
dc.description.sponsorship | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. Spanish Ministry of Science, Innovation, and Universities: PSI2017-86210-P. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | SPRINGER | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2017‐86210-P | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | Contextual diversity | es_ES |
dc.subject | Narrator variability | es_ES |
dc.subject | Indexical information | es_ES |
dc.subject | Incidental word learning | es_ES |
dc.title | Does narrator variability facilitate incidental word learning in the classroom? | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. | es_ES |
dc.relation.publisherversion | https://www.springer.com/journal/13421 | es_ES |
dc.identifier.doi | 10.3758/s13421-021-01228-4 | |