Self-reference promotes vocabulary learning in a foreign language.

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Shimon Pruss, Avi Karni, Anat Prior
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引用次数: 0

Abstract

Encoding information in reference to the self leads to improved memory, a phenomenon termed the self-reference effect. Learning vocabulary in a foreign language (L2) is a challenging memory task, because learning thousands of words is necessary to achieve listening and reading comprehension. The current study examined the efficacy of self-reference encoding for L2 vocabulary learning. In Experiment 1, native Hebrew speakers learned rare English words with a self-reference task and a control condition of translation repetition. In Experiment 2, participants learned with the same self-reference task and a control task of semantic processing. Across both experiments, memory was higher in the self-reference condition in both an immediate and a delayed test one week later. Thus, self-reference might be adopted as a learning tool in L2 vocabulary learning. Further, we demonstrate the contribution of self-reference to learning new information, going beyond previous demonstration of its positive impact on episodic encoding of known information.

自我参照促进外语词汇学习。
以自我为参照对信息进行编码可以提高记忆力,这种现象被称为自我参照效应。学习外语词汇是一项具有挑战性的记忆任务,因为学习成千上万的单词是实现听力和阅读理解所必需的。本研究考察了自我参照编码对二语词汇学习的影响。在实验1中,母语为希伯来语的人通过自我参照任务和翻译重复的控制条件学习罕见的英语单词。在实验2中,被试通过相同的自我参照任务和语义加工控制任务进行学习。在这两个实验中,在一周后的即时和延迟测试中,自我参照条件下的记忆力都有所提高。因此,自我参照可以作为二语词汇学习的一种学习工具。此外,我们证明了自我参照对学习新信息的贡献,超越了之前对已知信息的情景编码的积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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