dc.contributor.author | Kapnoula, Efthymia C. | |
dc.contributor.author | Samuel, Arthur G. | |
dc.date.accessioned | 2022-04-27T10:08:42Z | |
dc.date.available | 2022-04-27T10:08:42Z | |
dc.date.issued | 2022 | |
dc.identifier.citation | Kapnoula, E. C., & Samuel, A. G. (2022). Reconciling the contradictory effects of production on word learning: Production may help at first, but it hurts later. Journal of Experimental Psychology: Learning, Memory, and Cognition, 48(3), 394–415. https://doi.org/10.1037/xlm0001129 | es_ES |
dc.identifier.citation | Journal of Experimental Psychology:
Learning, Memory, and Cognition | |
dc.identifier.issn | 0278-7393 | |
dc.identifier.uri | http://hdl.handle.net/10810/56405 | |
dc.description | Published: March 2022 | es_ES |
dc.description.abstract | Does saying a novel word help to recognize it later? Previous research on the effect of production on
this aspect of word learning is inconclusive, as both facilitatory and detrimental effects of production
are reported. In a set of three experiments, we sought to reconcile the seemingly contrasting findings by
disentangling the production from other effects. In Experiment 1, participants learned eight new words
and their visual referents. On each trial, participants heard a novel word twice: either (a) by hearing the
same speaker produce it twice (Perception-Only condition) or (b) by first hearing the speaker once and
then producing it themselves (Production condition). At test, participants saw two pictures while hearing
a novel word and were asked to choose its correct referent. Experiment 2 was identical to Experiment 1,
except that in the Perception-Only condition each word was spoken by 2 different speakers (equalizing
talker variability between conditions). Experiment 3 was identical to Experiment 2, but at test words
were spoken by a novel speaker to assess generalizability of the effect. Accuracy, reaction time, and
eye-movements to the target image were collected. Production had a facilitatory effect during early
stages of learning (after short training), but its effect became detrimental after additional training. The
results help to reconcile conflicting findings regarding the role of production on word learning. This
work is relevant to a wide range of research on human learning in showing that the same factor may
play a different role at different stages of learning. | es_ES |
dc.description.sponsorship | Support for this project was provided by the
Spanish Ministry of Science and Innovation, Grant PSI2017-82563-P,
awarded to Arthur G. Samuel and by the Spanish Ministry of Economy and
Competitiveness through the Juan de la Cierva-Formación fellowship,
FJCI-2016–28019, awarded to Efthymia C. Kapnoula. This work was
partially supported by the Basque Government through the BERC
2018–2021 and BERC 2022–2025 programs, and by the Spanish State
Research Agency through BCBL Severo Ochoa excellence accreditation
SEV-2015-0490 and CEX2020-001010-S. This project has received
funding from the European Union’s Horizon 2020 research and innovation
program, under the Marie Skłodowska-Curie grant agreement 793919,
awarded to Efthymia C. Kapnoula. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | APA American Psychological Association | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/PSI2017‐82563-P | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/FJCI-2016-28019 | es_ES |
dc.relation | info:eu-repo/grantAgreement/GV/BERC2018-2021 | es_ES |
dc.relation | info:eu-repo/grantAgreement/GV/BERC2022-2025 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/SEV-2015-0490 | es_ES |
dc.relation | info:eu-repo/grantAgreement/MINECO/CEX2020-001010-S | es_ES |
dc.relation | info:eu-repo/grantAgreement/EC/H2020/MSCA-793919 | es_ES |
dc.rights | info:eu-repo/semantics/openAccess | es_ES |
dc.subject | word learning | es_ES |
dc.subject | spoken word recognition | es_ES |
dc.subject | production | es_ES |
dc.subject | mental lexicon | es_ES |
dc.subject | visual world paradigm | es_ES |
dc.title | Reconciling the Contradictory Effects of Production on Word Learning: Production May Help at First, but It Hurts Later | es_ES |
dc.type | info:eu-repo/semantics/article | es_ES |
dc.rights.holder | © 2022 American Psychological Association. | es_ES |
dc.relation.publisherversion | https://www.apa.org/pubs/journals/xlm | es_ES |
dc.identifier.doi | 10.1037/xlm0001129 | |