| Learning new vocabulary in German: the effects of inferring word meanings, type of feedback, and time of test. | |
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MedLine Citation:
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PMID: 22135107 Owner: NLM Status: Publisher |
Abstract/OtherAbstract:
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In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback. |
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Authors:
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Shana K Carpenter; Riebana E Sachs; Beth Martin; Kristian Schmidt; Ruxandra Looft |
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Publication Detail:
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Type: JOURNAL ARTICLE Date: 2011-12-2 |
Journal Detail:
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Title: Psychonomic bulletin & review Volume: - ISSN: 1531-5320 ISO Abbreviation: - Publication Date: 2011 Dec |
Date Detail:
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Created Date: 2011-12-2 Completed Date: - Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 9502924 Medline TA: Psychon Bull Rev Country: - |
Other Details:
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Languages: ENG Pagination: - Citation Subset: - |
Affiliation:
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Iowa State University, Ames, Iowa, Ames, IA, USA, shacarp@iastate.edu. |
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From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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