Mapping concrete and abstract meanings to new words using verbal contexts
Bibliographic Data
| ID | 11655869 |
|---|---|
| Authors | Anna Mestres-Missé (0000-0003-0148-9875, University of Manchester, corresponding author), Thomas F Münte (0000-0001-9843-2124, University of Lübeck), Antoni Rodríguez-Fornells (Universitat de Barcelona), Antoni Rodrı́guez-Fornells (0000-0002-3249-6931, Universitat de Barcelona) |
| Year | 2014 |
| Volume | 30 |
| Issue | 2 |
| Pages | 191-223 |
| Publication date | 2014-01-15 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Second language Research (JOURNAL) |
| Journal identifiers | ISSN: 0267-6583 • E-ISSN: 1477-0326 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0267658313512668 |
| OpenAlex | W2317425956 |
| Language | EN |
| Citations received | 9 |
| References cited | 78 |
In three experiments, we examine the effects of semantic context and word concreteness on the mapping of existing meanings to new words. We developed a new-word-learning paradigm in which participants were required to discover the meaning of a new-word form from a specific verbal context. The stimulus materials were manipulated according to word concreteness, context availability and semantic congruency across contexts. Overall, participants successfully learned the meaning of the new word whether it was a concrete or an abstract word. Concrete word meanings were discovered and learned faster than abstract word meanings even when matched on context availability. The present results are discussed considering the various hypotheses that have been used to try to explain the ‘concreteness effect’. We conclude that the present investigation provides new evidence that the concreteness effect observed in learning is due to the different organization of abstract and concrete conceptual information in semantic memory
Cognition · Cognitive psychology · Concreteness · Context (archaeology · Context effect · Linguistics · Meaning (existential · Psycholinguistics · Semantics (computer science · Word (group theory · Child and Animal Learning Development · Computer Science · Language, Metaphor, and Cognition · Neurobiology of Language and Bilingualism · Psychology
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The Effect of Reading Library Books at Different Levels of Difficulty upon Gain in Reading Ability
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| Unique citing works | 9 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |