The effect of presentation rate on foreign-language vocabulary learning

被引：2

作者：

Zeelenberg, Rene ^{[1
]}

de Jonge, Mario ^{[1
]}

Tabbers, Huib K. ^{[1
]}

Pecher, Diane ^{[1
]}

机构：

[1] Erasmus Univ, Dept Psychol, NL-3000 DR Rotterdam, Netherlands

来源：

QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY | 2015年 / 68卷 / 06期

关键词：

Cued recall; Language learning; Vocabulary learning; Spacing; Study time; LONG-TERM RETENTION; TOTAL TIME; MEMORY; FREQUENCY; RECOGNITION; RETRIEVAL;

D O I：

10.1080/17470218.2014.975730

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The present study examined the effect of presentation rate on foreign-language vocabulary learning. Experiment 1 varied presentation rates from 1 s to 16 s per pair while keeping the total study time per pair constant. Speakers of English studied Dutch-English translation pairs (e.g., kikker-frog) for 16 x 1 s, 8 x 2 s, 4 x 4 s, 2 x 8 s, or 1 x 16 s. The results showed a nonmonotonic relationship between presentation rate and recall performance for both translation directions (Dutch -> English and English -> Dutch). Performance was best for intermediate presentation rates and dropped off for short (1 s) or long (16 s) presentation rates. Experiment 2 showed that the nonmonotonic relationship between presentation rate and recall performance was still present after a 1-day retention interval for both translation directions. Our results suggest that a presentation rate in the order of 4 s results in optimal learning of foreign-language vocabulary.

引用

页码：1101 / 1115

页数：15

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